흥미유발 학습자료의 개발 · 적용이 수학과 학업성취에 미치는 영향 (실업계 고등학교를 중심으로)


The Consequences of Development and Application of Interest Induced Learning Material on Mathematics Scholastic Achievement -Focused on vocational high school -


피인용수 : 0(자료제공 : 네이버학술정보)



This study is focused on vocational high school students who feel hardly interested in mathematics and are considered to have very limited basic scholastic ability. It analyzes the data obtained by applying the material, extracted from the Internet and literature to school classes from March to July, for the purposes of improving the degree of scholastic achievement on the basis of the fact that interest induced learning materials were developed and applied to the students to bring about their motivation resulting in a positive change in understanding and attitudes to mathematics. According to the result of the analysis, the level of students' scholastic ability of both the comparative class and the experimental class were too low to become interested in mathematics. However, the experimental class students seemed to feel familiar to the learning materials rather than reluctant, and it appeared that their interest and behavior of learning began to change gradually in an extent. In addition to that, as an aspect of scholastic achievement there was not considerable difference between the two classes, but as time went, some valuable changes were found. Unfortunately, the size of group of the research was small and the period of the experimental classes was not extensively long, and therefore the same result might not occur in other groups. However, it is believed that in class-time, educating students by putting in learning materials bringing about relevant motivation to the class, will lead them to become interested in mathematics, and change their attitudes and understanding of mathematics. After all, scholastic achievement will be effective.


I. 서론
  1. 연구의 필요성 및 목적
  2. 연구의 문제
 II. 기초조서
  1. 학생실태
  2. 정의적 영역 실태 조사
 III. 이론적 배경
  1. 수학과 교육목표의 고찰
  2. 동기
  3. 학습 동기유발의 방법
  4. 흥미의 개념
  5. 흥미와 학습자
 IV. 연구과제 설정
  1. 연구과제 (A)
  2. 연구과제 (b)
 V. 연구의 설계
  1. 연구의 대상 및 기간
  2. 연구의 절차
 VI. 연구의 실제
  1. 연구 과제 (A)의 실천
  2. 연구 과제 (B)의 실천
 VII. 연구 결과의 고찰
  1. 정의적 영역의 검사
  2. 학업 성취도 검사
 VII. 결론 및 제언
  1. 결론
  2. 제언


  • 오수창 Oh Soo Chang. 충남 청양농공업고등학교


자료제공 : 네이버학술정보

    함께 이용한 논문

      0개의 논문이 장바구니에 담겼습니다.