자료실  l  하브루타미래포럼 자료실 입니다.

저자 이혜옥

발행정보 경북대학교 

2018년

#첨부 : 백워드 설계에 기반한 하브루타 학습모형 개발 및 적용 방향-질문중심.pdf

초록

A lot of new teaching-learning methods are introducing in the field of the education. What is the main purpose of this changing? That is for smoothly connecting ones’ the self directed learning which has creativity. The requirement of talented person of the future society is the creativity that inducing the flexible thinking skills. In order to make one obtaining the ability that utilizing ones’ knowledge freely, in other words to training the creative ‧ convolutionary talented person is the reason of diversifying the teaching-learning method. The diversified teaching method makes it possible to satisfying the diverse needs of the learner. There are many kinds of new learning method such as reversed-class, PBL, harvruta, visual thinking and change maker. These methods give the cockpit to the student and induce them to establishing their own studying direction, the are possible to be improved. However, even though these new kinds of teaching-learning methods are introduced, it is suspicious that the education field of these days is really student-centered lecture that is led by student. The purpose and goal of the education among these days of 21st century is training the talented person who has creativity competence. There are some case that the 2009 and 2015 revised course of study said that the main priority of the education is the training the creative ‧ convolutionary talented person. In the main stream of these educational trend, the direction of the education should be considered flowing to its right direction. However, progress the lecture without purpose, teacher to student unidirectional knowledge delivering teaching method, activity-centric lecture without meaning, and the lecture without considering students’ degree of understanding these are the real situation in the educational field. Then, how it could abandon the traditional lecture and progress the lecture that producing creativity? The questioning is one probable solution to solve the problems before mentioned. The questioning is important factor for the student and the lecturer when it comes to its value and application. In this study, ‘Backward design based harvruta teaching model development and application method –questioning centric-’, the questioning is the first priority requirement of the lecture was examined. The harvruta lecture which is progressed by the questioning and discussion is inducting students to the pondering and participating into their lecture. The progress of the questioning-answer drives the students to the new idea by the diverse view and perspective by talking their thoughts and listen to the others thoughts. The harvruta lecture which uses the questioning and discussion method and the lecture based on the backward designing that emphasizes making essential question which is inducing the permanent understanding are resultingly meets at the same educational goal. One way of training the creative ‧ convolutionary talented person which is the goal of the 2015 revised course of study, the research was conducted. In this study, the field effective study model was founded by approaching to the student-centric question making class (harvruta class) based on the lecturer-centric question making class. The teaching method can be improved by the lecturers with the endless pondering of their class. Moreover, with the improvement of teaching method, the ambient of the lecture also be changing. The two study was conducted based on this purpose. ‘How the backward modeling based harvruta studying model development is made by what kind of process’ and ‘What kind of purpose is made by applying the backward modeling based harvruta studying model’ the two answers are deduced. First, backward design model is consisted of the three steps without any form,thus it can be the standard of the unconstrained harvruta class. Second, by examining the direction of the studying, it has its distinction to the traditional direction of the lecture. Generally, it is more likely to be burdensome to the lecturer with the repetitive teaching method designing. Moreover, the teaching method designing could be inconsistent by containing ones’ too much preference. However, backward modeling based harvruta studying model proposes the one organized standard with the regulation and the order. Proposing the mathematic way, the mathematic could be approached as a kind of language. The mathematic can alleviate the student to reducing their burdens of life. Applying social way, backward modeling based harvruta studying model could be more effective. It is possible to systematically and interestingly approaching to training the problem solving ability. It is possible to apply to any subject and the lecturer can induce their student to get the interests of their study by using backward modeling based harvruta studying model. Moreover, it can give the professionality to the lecturer. Many personal preferences are exist with a lot of studying model. Harvruta, reversed class, study group, visual thinking, changemaker, PBL as before mentioned, many teaching methods are applying to the field of education those choosed by the lectures’ own preferences. This means that the lectures are progressed by the lecturers’ own discretion. The backward modeling based studying model is recommended to avoid making confusion of the study. If there are lecturer with the responsibility, it once more advised to modeling their lecture based on the backward modeling.

목차

Ⅰ. 서 론 1

1. 연구의 목적과 필요성 1

2. 연구문제 및 연구 방법 5

가. 연구문제 5

나. 연구방법 5

3. 선행 연구 분석 7

Ⅱ. 이론적 배경 12

1. 백워드 설계 모형 12

가. 백워드 설계 모형의 특징 12

나. 백워드 설계 모형에서 이해의 의미 16

다. 백워드 설계 모형의 단계 19

2. 하브루타 설계 모형 37

가. 하브루타의 개념 37

나. 하브루타의 학습의 원리 38

다. 하브루타 학습 방법 39

라. 하브루타 수업 모형 41

마. 하브루타 수업 모형의 예시 46

Ⅲ. 백워드 설계를 기반한 하브루타 학습 모형 개발 절차 55

1. 1단계-본질적 질문 56

가. 백워드 설계에서의 본질적 질문 56

나. 하브루타 학습 모형에서 질문 66

2. 2단계-평가 71

가. 수행과제 개발 71

나. 하브루타 학습 모형 수행과제 개발 76

다. 루브릭 개발 78

3. 3단계-학습 모형 계획 80

가. 질문 중심 하브루타 수업 모형 확인하기 80

나. 질문 중심 하브루타 수업 모형을 백워드 학습 모형 계획으로 전환하기 81

4. 모형 구안 82

가. 모형 템플릿 82

나. 모형의 특징 86

다. 모형 적용의 사례 87

Ⅳ. 백워드 설계를 기반한 하브루타 학습 모형 적용 방향 93

1. 일반적인 방향 93

2. 교과별 방향 95

3. 논의 98

Ⅴ. 결론 및 제언 101

1. 결론 101

2. 제언 105

참고문헌 109

Abstract 115

참고문헌