[논문]온라인 수학 수업 분석 및 자기 평가를 통한 수업 개선 사례 연구: TRU 분석에서 공정한 접근, 자율성 및 주도성, 평가 영역을 중심으로

박만구; 김지영; 김민회; 윤종천; 이정민

doi:10.7468/mathedu.2022.61.1.83

온라인 수학 수업 분석 및 자기 평가를 통한 수업 개선 사례 연구: TRU 분석에서 공정한 접근, 자율성 및 주도성, 평가 영역을 중심으로
A case study for class improvement through online math class analysis and self-evaluation: Focusing on fair access, autonomy, initiative, and evaluation areas in the TRU analysis 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.61 no.1, 2022년, pp.83 - 108

박만구 (서울교육대학교) , 김지영 (서울교육대학교 대학원) , 김민회 (서울교육대학교 대학원) , 윤종천 (서울교육대학교 대학원) , 이정민 (서울교육대학교 대학원)

초록
AI-Helper

본 연구는 초등 교사들의 온라인 수학 수업에 대한 인식을 조사하고 자신의 온라인 수학 수업을 성찰하여 수업을 개선하는 사례를 연구하였다. 수업 분석은 Schoenfeld (2016)의 TRU 분석틀에 의한 공정한 접근·자율성 및 주도성·평가 영역을 기반으로 한 분석틀을 재구성하여 이용하였다. 그 결과 자기 평가 및 관찰자 평가 모두 영역별 점수가 상승하였고, 이에 따라 온라인 수학 수업 분석 및 자기 평가를 통하여 단기간의 수업 개선을 이룰 수 있음을 확인하였다. 특히 온라인 수업에서 학생 참여를 보장하고 주도성을 회복할 수 있음을 확인할 수 있었다. 그러나 장기적이고 지속적인 수업 개선을 위해서는 전문가를 포함한 교사 공동체의 도움을 받아야 하며, 장기간의 사례 연구가 후속 연구로 필요함을 제언하였다.

Abstract ▼ AI-Helper

This research is a case study in which teachers tried to improve classes through online class analysis and self-evaluation in elementary school mathematics classes using a checklist of class reflection based on fair access, autonomy, initiative, and evaluation areas in the TRU analysis framework of Schoenfeld (2016). As a result, it was confirmed that the teacher's fair participation, student autonomy, initiative, feedback, and evaluation areas improved teaching methods during the short time. Therefore, if you want to improve classes in relatively short period of time, you can see the effect of some improvement only by self-evaluation. However, continuous improvement of teaching methods require the help of a teacher communities including experts or critical colleagues, and a longer-term case study.

주제어

표/그림 (12)

표 Table 1. Five dimensions of robust classroom (Schoenfeld, 2016).
표 Table 2. Teachers' refective analysis on teaching (Yoo, 2004).
표 Table 3. Participants.
그림 Figure 1. Data collection process.
표 Table 4. Lesson recording chapter and content.
표 Table 5. Lesson refection checklist.
표 Table 6. Preliminary survey results: diffculties of online classes.
표 Table 7. Preliminary survey results: teaching skills used online.
표 Table 8. Preliminary survey results: teaching skills used online.
그림 Figure 2. Changes in the average score of each detailed area in Teacher 1's class (1~4).
그림 Figure 3. Changes in the average score of each detailed area in Teacher 2's class.
그림 Figure 4. Changes in the average score of each detailed area in Teacher 3's class(1~4차).

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