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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
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- 지도교수
- 임경원
- 발행연도
- 2020
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The purpose of this study is to find out the practical knowledge and implications of a special education teacher’s practical knowledge in career and vocational that uses Flipped learning.
To achieve the purpose, an action research method was used in this study. The participants included a teacher as a researcher, five peer teachers who observed the classes and provided feedback, three students with intellectual disability, and one student with autism disorder. The data was collected from five classes based on five reflective circulations, were analyzed by an inductive method.
The results of this study are as follows. There are three top categories, which are ‘The priming water of Learning, Groundwork Instruction’, ‘The expansion of Learning, In-class Instruction’ and ‘The opportunity of Reciprocal learning, Flipped Learning’. 7 subcategories, and 27 semantic units were derived.
The conclusions based on these results are as follows. First, In high school special classes, flipped learning is a teaching and learning method in which efficient and functional career and vocational subject classes are conducted. Second, In the class with flipped learning, special class students become subjective learners actively using and applying knowledge. Third, Through careers and vocational classes using flip learning, special class students improve their social skills such as interpersonal skills and communication skills. Forth, In flipped learning, teachers can monitor special class students, provide feedback, communicate continuously, discover the educational content needed by each student, and provide a variety of educational experiences.
To achieve the purpose, an action research method was used in this study. The participants included a teacher as a researcher, five peer teachers who observed the classes and provided feedback, three students with intellectual disability, and one student with autism disorder. The data was collected from five classes based on five reflective circulations, were analyzed by an inductive method.
The results of this study are as follows. There are three top categories, which are ‘The priming water of Learning, Groundwork Instruction’, ‘The expansion of Learning, In-class Instruction’ and ‘The opportunity of Reciprocal learning, Flipped Learning’. 7 subcategories, and 27 semantic units were derived.
The conclusions based on these results are as follows. First, In high school special classes, flipped learning is a teaching and learning method in which efficient and functional career and vocational subject classes are conducted. Second, In the class with flipped learning, special class students become subjective learners actively using and applying knowledge. Third, Through careers and vocational classes using flip learning, special class students improve their social skills such as interpersonal skills and communication skills. Forth, In flipped learning, teachers can monitor special class students, provide feedback, communicate continuously, discover the educational content needed by each student, and provide a variety of educational experiences.
목차
Ⅰ. 서론 11. 연구의 필요성 및 목적 12. 용어의 정의 51) 플립러닝 52) 디딤수업과 교실수업 5Ⅱ. 연구의 배경 61. 연구의 동기 62. 진로와 직업 교과 교육 관련 연구 동향 83. 플립러닝을 활용한 수업 연구 124. 특수교육 교과 교육 분야의 실행연구와 실천적 지식 15Ⅲ. 연구방법 181. 연구 참여자 181) 연구자로서의 교사 182) 연구 참여 학생 193) 수업 관찰자 212. 플립러닝을 활용한 수업 실행 221) 플립러닝의 실행절차 222) 플립러닝을 활용한 진로와 직업 수업 계획 233) 연구과정에서 수정된 수업 내용 253. 연구 절차 274. 자료수집 281) 관찰자료 282) 협의자료 293) 기타자료 295. 자료분석 306. 연구의 진실성 및 윤리 31Ⅳ. 결과 및 해석 331. 플립러닝을 활용한 진로와 직업 수업 실행 연구 과정 331) 사전수업: 플립러닝이란? 342) 1차시수업: 직장예절 343) 2차시수업: 작업 전 준비 374) 3차시수업: 홀 청소 405) 4차시수업: 고객응대 426) 5차시수업: 모의카페운영 447) 사후수업: 플립러닝 소감 462. 플립러닝을 활용한 진로와 직업 수업에서 나타난 실천적 지식 471) 배움의 마중물, 디딤수업 49(1) 학생의 자기 주도적 학습을 위한 디딤영상 제작 49(2) 슬기로운 디딤영상 활용 522) 배움의 확장, 교실수업 56(1) 능동적 배움을 위한 교실수업 준비 56(2) 교실수업의 촉진자, 교사 61(3) 주체적인 학습자로 거듭나는 학생 643) 교학상장의 두드림, 플립러닝 68(1) 플립러닝을 통한 학생의 성장 68(2) 학생을 통한 교사의 성장 75Ⅴ. 결론 및 제언 81참고문헌 84ABSTRACT 92부록 94
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