초록 열기/닫기 버튼
본 연구는 ARCS 모델을 아동미술 수업에 적용하여 예비보육교사의 학습동기에 미치는 영향을 알아보았다. 연구대상은 아동미술 수업을 듣는 보육과 1학년 학생 40명이었다. ARCS 모형 수업을 진행하기 전과 후 학습동기에 대한 사전 사후 검사를 실시하였고, 학기말 수업 성적을 산출하였다. 수업이 끝나면 10회기 반성적 저널을 작성하였다. 연구 도구는 Keller가 제시한 CIS와 최윤용(2008)이 제작한 설문지를 일부 수정보완하여 사용하였고 Hatch(2008)의 질적 분석방법 중 귀납적 분석방법을 사용하였다. 연구결과 첫째, ARCS 모델을 적용한 아동미술 수업은 학생들의 학습동기를 향상시키는 것으로 조사되었다. ARCS의 동기 하위 요인인 주의 집중, 관련성, 자신감, 만족감 영역에서 모두 향상되었다. 둘째, ARCS 모형 적용 후 학습동기와 학업성적 간의 관계는 정적 상관이 있는 것으로 조사되었다. 셋째, ARCS 모형 적용 후 반성적 저널을 통해 나타난 학생들의 변화는 미술에 대한 흥미가 생기고, 미술활동을 바라보는 관점의 변화와 활동내용을 연결하고 자기것으로 구성하는 능력에서의 변화가 있었다.
The objective of this study is to improve the learning motives of pre-service nursery teachers regarding children's visual art classes by developing and applying instructional materials based on the ARCS model of motivational design in the field of young children’s visual art class. The subjects of the study consist of freshmen majoring in childcare, who take classes on teaching children's art. Research methods are based on semester-long lesson plans based on the ARCS model. A preliminary examination is carried out on self-efficacy and learning motivation. Then 11 children's art classes based on the ARCS model are designed and carried out. Apart from the pre/post examination, midterms and finals week, the classes last for a semester. The ARCS model-based instructional model uses audiovisual materials (picture books and video clips to gain students’ attention) to motivate learning, and offers opportunities to explore various art materials. To strengthen relevance to model implements activities involving picture books and video clips. Also, subjects write reflective journals to increase their confidence and satisfaction, and also make portfolios that include all of the art activities. After the classes’ completion, the study again carried out post examinations on self-efficacy and motivation. The collected data are analyzed using SPSS (Statistical Package for the Social Science) WIN 18.0 program. To determine the influence of the ARCS model on pre-service nursery teachers self-efficacy and learning motivation, the study uses repeated measure ANOVA. The study also uses correlation analysis to understand the relationship, after applying ARCS model, among self-efficacy, motivational learning, and academic performance of pre-service nursery teachers. The results of the study are as follows. First, art classes based on the ARCS model increase the learning motivation of pre-service teachers. Also increasing are the sub-factors of learning motivation(e.g., attention, relevance, confidence, satisfaction). Second, art classes based on ARCS model increased pre-service teachers’ self-efficacy. Third, after the ARCS model was applied, no statistically significant correlation was found between learning motivation and self-efficacy. Such a correlation was found, however, between learning motivation and academic performance.
키워드열기/닫기 버튼
ARCS(Attention, Relevance, Confidence, Satisfaction), motivation, Teaching method
