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.
초록· 키워드
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The purpose of this study is to identify the effects of learner-centered instruction on the high leveled and the low leveled students. For this purpose, I reviewed the theoretical foundations and various previous studies, and made 4 hypotheses. To prove the hypotheses, this study carried out an experiment with two groups of students. An experimental group students took the learner-centered instruction. A controled group students took the teacher-centered instruction. The results, based on a questionary and the analysis of two test scores, are given as follows : first, the learner-centered instruction had more positive effects on the psychology of the low leveled students than that of the high leveled students. Second, the scores of the experimental group improved more than those of the controled group. Therefore, this suggests that the learner-centered instruction had positive effects on the student's scholastic improvement. Third, among the experimental group, the low leveled students participated in the class more actively and their score improved much more than that of the high leveled students. So this suggests that the learner-centered instruction had more positive effects on the low leveled students' scholastic improvement. Based on these results, I could conclude that the learner-centered instruction is more effective than the teacher-centered instruction. Therefore, it is necessary to develop diverse learner-centered instruction models. And further studies are recommended for identifying the effects of learner-centered instruction on student's practical communication ability, entrance exam and other abilities.
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