지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2006.12
- 수록면
- 91 - 107 (17page)
- DOI
- 10.23948/kshw.2006.12.8.91
이용수
초록· 키워드
오류제보하기
Recently introduced open learning is carried like a strong wind and resulted in an innovative change in the learning in classrooms. This may be considered to make a pretty level of influence on learning that has been focused on traditional learning, e.g. lecture style learning, and simultaneous learning. However, traditional learning has excessively promoted competitive mentality rather than cooperation in the students, has been focused on the acquirement of simple knowledge rather than high dimension of recognition learning, has resulted in the sacrifice of many students for small number of excellent students, and has been conducted focused on teachers, thus, this style has been preferred in fact.
Cooperative learning, which is one of small group learning methods, is suggested as one of open learning. In addition, approach to the learning through small group has been applied in all the area of educational process. This study was focused on the necessity for a learning model to fulfill the requirement for learning method because the learning method in the country has not significantly deviated from traditional learning method. The model of cooperative learning applied to this study is based on LT (Learning Together) technique.
The result of the study was as follows:
First, in terms of the effect on health knowledge, statistical significance was found between pre cooperative learning and post cooperative learning, and when elevated mark on knowledge and increased satisfaction level after cooperative learning was considered, it be considered that the effect is greater after practice of cooperative learning in comparison to no practice of cooperative learning.
Second, according to the survey on the opinions of students on cooperative learning, cooperative learning increased participation of students, provides with self-study method and self-confidence, makes students feel the importance of their respective roles in the group, and improves cooperative attitude, in comparison to traditional learning.
Third, a large change was found in learning attitude after practice of cooperative learning. Interest of students showed different distribution after practice of cooperative learning in comparison to traditional learning. Interest level in cooperative learning was high and this means the positive result of improved learning attitude.
Cooperative learning, which is one of small group learning methods, is suggested as one of open learning. In addition, approach to the learning through small group has been applied in all the area of educational process. This study was focused on the necessity for a learning model to fulfill the requirement for learning method because the learning method in the country has not significantly deviated from traditional learning method. The model of cooperative learning applied to this study is based on LT (Learning Together) technique.
The result of the study was as follows:
First, in terms of the effect on health knowledge, statistical significance was found between pre cooperative learning and post cooperative learning, and when elevated mark on knowledge and increased satisfaction level after cooperative learning was considered, it be considered that the effect is greater after practice of cooperative learning in comparison to no practice of cooperative learning.
Second, according to the survey on the opinions of students on cooperative learning, cooperative learning increased participation of students, provides with self-study method and self-confidence, makes students feel the importance of their respective roles in the group, and improves cooperative attitude, in comparison to traditional learning.
Third, a large change was found in learning attitude after practice of cooperative learning. Interest of students showed different distribution after practice of cooperative learning in comparison to traditional learning. Interest level in cooperative learning was high and this means the positive result of improved learning attitude.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. LT모형 수업전개 및 수업결과
Ⅴ. 요약 및 결론
참고문헌
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