본 연구의 목적은 Katz와 Chard의 프로젝트 접근법을 ‘김치’라는 주제에 적용하여 초등실과교육에서의 프로젝트 접근법의 학습 효과 및 적용 가능성을 파악하기 위한 것이었다. 이를 위해 총 20차시에 걸친 ‘김치’ 프로젝트를 화성시내 J초등학교 6학년 30명을 대상으로 실시하여, 프로젝트 과정을 관찰하고 기록하는 질적 연구 방법을 통해 학생들의 전통음식에 대한 태도 및 인식의 변화와 상호작용의 변화를 살펴보고, 양적 자료의 측정을 병행하여 학습효과를 알아보았다. 연구 결과는 다음과 같다. 첫째, 프로젝트의 수행과정이 진행되면서 학생들은 전통음식을 이해하는 폭이 넓어지고 다양해져 갔으며, 전통음식 중의 하나인 김치에 대한 다양한 지식을 구체적으로 인지해나가면서 전통음식에 대한 인식과 태도가 바르게 형성되어 갔다. 둘째, 학생들의 상호작용은 개인적인 활동으로부터 점차 학생 상호간 상호작용이 활발하게 이루어지면서 협력의 효율성을 깨달았으며, 토의를 통해 합리적으로 문제를 해결하였다. 셋째, 프로젝트 수업 후에는 실과 학습에 대한 태도가 유의한 변화의 차이를 보였으며(p<0.05), 전통음식에 대한 태도 및 인식의 변화도 향상된 것으로 나타났다(p<.01). 따라서 계획적이고 구조적으로 잘 짜여진 교육과정이 아닌 발현적 교육과정을 통해서도 바람직한 인식 및 상호작용의 변화와 학습효과가 나타남을 알 수 있었다.
본 연구의 목적은 Katz와 Chard의 프로젝트 접근법을 ‘김치’라는 주제에 적용하여 초등실과교육에서의 프로젝트 접근법의 학습 효과 및 적용 가능성을 파악하기 위한 것이었다. 이를 위해 총 20차시에 걸친 ‘김치’ 프로젝트를 화성시내 J초등학교 6학년 30명을 대상으로 실시하여, 프로젝트 과정을 관찰하고 기록하는 질적 연구 방법을 통해 학생들의 전통음식에 대한 태도 및 인식의 변화와 상호작용의 변화를 살펴보고, 양적 자료의 측정을 병행하여 학습효과를 알아보았다. 연구 결과는 다음과 같다. 첫째, 프로젝트의 수행과정이 진행되면서 학생들은 전통음식을 이해하는 폭이 넓어지고 다양해져 갔으며, 전통음식 중의 하나인 김치에 대한 다양한 지식을 구체적으로 인지해나가면서 전통음식에 대한 인식과 태도가 바르게 형성되어 갔다. 둘째, 학생들의 상호작용은 개인적인 활동으로부터 점차 학생 상호간 상호작용이 활발하게 이루어지면서 협력의 효율성을 깨달았으며, 토의를 통해 합리적으로 문제를 해결하였다. 셋째, 프로젝트 수업 후에는 실과 학습에 대한 태도가 유의한 변화의 차이를 보였으며(p<0.05), 전통음식에 대한 태도 및 인식의 변화도 향상된 것으로 나타났다(p<.01). 따라서 계획적이고 구조적으로 잘 짜여진 교육과정이 아닌 발현적 교육과정을 통해서도 바람직한 인식 및 상호작용의 변화와 학습효과가 나타남을 알 수 있었다.
The purpose of this study was to analyze the effects and application probability of project approach method purpose by Katz & Chard on "Kimchi" theme on elementary Practical Arts subject. For this process the 6 grade 30 students in Hwa-Sung City J Elementary School executed "the Kimchi project" on 7...
The purpose of this study was to analyze the effects and application probability of project approach method purpose by Katz & Chard on "Kimchi" theme on elementary Practical Arts subject. For this process the 6 grade 30 students in Hwa-Sung City J Elementary School executed "the Kimchi project" on 7 weeks. Also the research results analysed through the qualitative research methods which observe and record the process of project and quantitative research methods using survey complemented. 1. The changes of student"s attitudes and recognition about Kimchi are as follows. First, on the beginning step, they couldn"t recognize concretely about Kimchi"s importances, effects, kinds etc. So they couldn"t think that the Kimchi is also a traditional food. Learning about traditional food, they gradually broaden understandings and appreciate of the traditional food and Kimchi. Second, on developing steps, the students understood the Kimchi activelly through investigation and field trip. They recognized the various knowledge about importances, effects, kinds and etc of Kimchi as traditional food concretely and their recognition was get formed. Third, the project was advanced and on finishing steps the students was formed rightly and expanded in some attitudes and recognition about the traditional food. 2. The change of interaction of the students are as follows. First, on starting steps, interaction of the students did not become accomplished well and mainly the personal activities were center. Second, on project"s developing steps, the students accomplished for interaction between them and it started to appear cognitive troubles. Third, project was advanced and the students with initially differently the efficient characteristic of cooperation, the interaction which is active led from finishing phase. 3. The change of learning effects are as follows. First, after the project the attitude regarding Practical Arts subject appeared positively than before the project(p<0.05). Second, it also appeared to improve significantly the change of attitude and recognition about traditional food(p<0.1). Consequently, not in planned and got structured well systematically, but in the revelation curriculum heading for divergent results, it can appear the change of proper recognition, desirable interaction and learning effects.
The purpose of this study was to analyze the effects and application probability of project approach method purpose by Katz & Chard on "Kimchi" theme on elementary Practical Arts subject. For this process the 6 grade 30 students in Hwa-Sung City J Elementary School executed "the Kimchi project" on 7 weeks. Also the research results analysed through the qualitative research methods which observe and record the process of project and quantitative research methods using survey complemented. 1. The changes of student"s attitudes and recognition about Kimchi are as follows. First, on the beginning step, they couldn"t recognize concretely about Kimchi"s importances, effects, kinds etc. So they couldn"t think that the Kimchi is also a traditional food. Learning about traditional food, they gradually broaden understandings and appreciate of the traditional food and Kimchi. Second, on developing steps, the students understood the Kimchi activelly through investigation and field trip. They recognized the various knowledge about importances, effects, kinds and etc of Kimchi as traditional food concretely and their recognition was get formed. Third, the project was advanced and on finishing steps the students was formed rightly and expanded in some attitudes and recognition about the traditional food. 2. The change of interaction of the students are as follows. First, on starting steps, interaction of the students did not become accomplished well and mainly the personal activities were center. Second, on project"s developing steps, the students accomplished for interaction between them and it started to appear cognitive troubles. Third, project was advanced and the students with initially differently the efficient characteristic of cooperation, the interaction which is active led from finishing phase. 3. The change of learning effects are as follows. First, after the project the attitude regarding Practical Arts subject appeared positively than before the project(p<0.05). Second, it also appeared to improve significantly the change of attitude and recognition about traditional food(p<0.1). Consequently, not in planned and got structured well systematically, but in the revelation curriculum heading for divergent results, it can appear the change of proper recognition, desirable interaction and learning effects.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.