직접교수가 수학 학습부진학생의 기초수학능력에 미치는 효과

Metadata Downloads
Issued Date

The Effects of Direct Instruction
on Improving the Basic Math Skills
of Elementary Children with Math Difficulties

Hwi-jeong Hwang
Advisor: Prof. Young-il Kim
Major in Special Education
Graduate School of Education, Chosun University

The purpose of this study was to investigate the effects of direction on improving the basic math skills of elementary children with math difficulties. Two children, both in the fifth grade at an elementary school in N city, Cheonnam province, were selected to participate in this study because of their delay in basic math skills based on the results of National Screening Test for Children with Academic Dfficulties(Math Area), Basic Academic Skills Assessment(Math), a teacher-made test, respectively, even with their IQ at normal range. The basic math skills were (a) place-value awareness, (b) four arithmatical operations, and (c) measurement unit awareness, each of which was selected reflecting the results of the participants during the preliminary stage before the baseline phase.
This study was conducted following the multiple-baseline design across behaviors from May 30 to September, 19, 2007. Direct instruction implemented during the intervention phase consisted of six steps: (a) introduction, (b) presentation of the problems, (c) explanations and modeling, (d) guided practice, (e) monitoring, and (f) conclusion.
The results of this study indicated that direct instruction was effective in improving the three basic math skills of two elementary children with math difficulties. Child 1 showed an increase from 1.8, 0.4, and 1.2 during the baseline phase to 7.7, 8.6, and 7.7 during the intervention phase for each of the target skills. Child 2 showed an increase from 0.8, 1.2, and 1.2 during the baseline phase to 8.3, 8.3, and 8.0 during the intervention phase for each of the target skills. Such increase was maintained at six weeks' followup after the intervention.
Alternative Author(s)
Hwi-jeong Hwang
조선대학교 교육대학원 특수교육과
교육대학원 특수교육
Awarded Date
2008. 2
Table Of Contents
Ⅰ. 서론 1
1. 연구의 필요성 1
2. 연구목적 및 연구문제 3
3. 용어의 정의 3

Ⅱ. 이론적 배경 5
1. 학습부진 5
1) 학습부진의 정의 5
2) 학습부진학생의 특성 7
3) 수학학습부진학생의 특성 9
2. 기초수학능력 10
3. 직접교수 12
1) 직접교수법의 이론 12
2) 직접교수법의 기본 원칙 15
3) 직접교수법의 일반적 절차 16
4. 선행연구의 고찰 19

Ⅲ. 연구 방법 22
1. 연구 설계 22
2. 연구 대상 22
1) 대상학생 선정기준 및 절차 22
2) 대상학생의 기본정보 및 특성 25
3. 독립변인 26
1) 목표영역 선정 26
2) 직접교수 프로그램 28
4. 종속변인 30
5. 실험 절차 31
1) 기초선단계 32
2) 중재단계 32
3) 유지단계 34

Ⅳ. 연구 결과 35
1. 대상학생 1의 결과 35
2. 대상학생 2의 결과 38

Ⅴ. 논의 43

Ⅵ. 결론 및 제언 45
1. 결론 45
2. 제언 46

참고문헌 47
부 록 50
조선대학교 교육대학원
황휘정. (2007). 직접교수가 수학 학습부진학생의 기초수학능력에 미치는 효과
Appears in Collections:
Education > Theses(Master)(교육대학원)
Authorize & License
  • AuthorizeOpen
Files in This Item:

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.