자료실  l  하브루타미래포럼 자료실 입니다.

하브루타와 거꾸로 교실에 기반을 둔 배움의 공동체 음악교과 수업연구 : 하브루타와 거꾸로 교실에 기반을 둔 배움의 공동체 음악교과 수업연구 - 중학생을 대상으로 = A study on the music curriculum lesson of learning community based on the Havruta and flipped learning

첨부 : 하브루타와 거꾸로 교실에 기반을 둔 배움의 공동체 음악교과 수업연구_하브루타와 거꾸로 교실에 기반을 둔 배움의 공동체 음악교과 수업연구 - 중학생을 대상으로.pdf

저자 : 이선경 

지도교수: 김정아 

학위논문사항 학위논문(석사)-- 경북대학교 교육대학원 : 교육대학원 2017. 2

초록 (Abstract)
The objective of the science education for the fostering of rational talents required by the 21st century is the improvement of the problem solving ability of students. However, due to the many content elements in the curriculum, it is hard to realize the research lessons based on the student activities. The purpose of this study lies in revealing the educational meaning of Havruta and flipped learning known to be the unique Jewish learning method and surveying the applicability to the music lessons. For this, this study has first surveyed each background, lesson principle and composition through which the Havruta and flipped learning can be understood. Also, this study has explored why the Havruta and flipped learning can be effective lesson method and in what method the Havruta and flipped learning can be applied to the classroom lessons for the students to reach the lesson objectives. The study also has performed the examination on the preliminary knowledge about this lesson and analyzed it in order to find out the effect of the lesson program and surveyed and analyzed the perception of students after the handling of the lessons through questionnaires. The summary of the analysis is as follows. First, students got interested in the new lesson types different from the conventional lessons and thus got interested in the music curriculum itself. Second, the students look at the lesson hours not as stiff and set lessons but as lessons where they can move around freely and ask questions and learn. Third, active attitude was shown in the process of thinking by themselves and also positive effect could be seen in the development of creativity. To judge from this study result, to utilize flipped learning or Havruta education program is needed when planning education program to improve the learning ability of middle school students.

목차 (Table of Contents)
Ⅰ. 서론
1. 연구의 필요성
2. 연구의 내용 및 방법
3. 연구의 제한점
Ⅱ. 이론적 배경
1. 유대인 학습법 ‘하브루타’
1) 하브루타란?
2) 하브루타의 역사적 배경
3) 하브루타식 학습법의 특징
(1) 하브루타의 학습 과정
(2) 하브루타 학습법의 원리
(3) 하브루타 수업모형
2. 거꾸로 교실
1) 거꾸로 교실이란?
2) 거꾸로 교실의 탄생
3) 거꾸로 교실의 특징
Ⅲ. 하브루타와 거꾸로 교실을 적용한 음악교과 수업 연구
1. 거꾸로 교실과 하브루타
2. 예시적 하브루타 음악과 수업의 설계
3. 실제적 하브루타 음악과 수업의 설계
1) 교재관
2) 학생관
3) 지도관
4) 본시 교수-학습 지도안
5) 하브루타와 거꾸로 교실 융합수업의 인식조사
Ⅳ. 결론
참고문헌
부록
ABSTRACT