지적장애아동의 교수전략 동향에 대한 해외문헌분석 -1997년에서 2004년까지 인지 및 초인지 연구를 중심으로-
An Analysis of Cognitive and Metacognitive Instruction Research Studies from 1997 to 2004
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참고문헌
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초록
본 연구는 지적장애아동의 인지 및 초인지 교수전략의 최근의 동향을 알아보기 위해 실험연구 해외문헌분석을 통해 연구설계 동향을 살펴보고, 이를 유목화하여 살펴보았다. 대상논문 분석결과 연구대상은 학습장애아동이 가장 많았으며, 중재영역은 국어과목이 가장 많았다. 설계방법은 집단실험연구가 대부분이었고, 약 70%의 연구에 있어서 실험 절차의 타당화가 이루어졌다. 인지 및 초인지 교수전략 분석 결과, 명시적 교수전략, 자기인식 관련 전략, 목표설정과 자기평가 전략, 도식기반 전략, 자기교시전략, 상보적 전략이 주류를 이루었으며, 관련교과학습능력 향상 및 효과를 입증한 논문이 가장 많았다. 후속연구는 인지 및 초인지 교수전략과 관련된 정보처리 기억, 단서전략등을 포함하는 연구가 필요하다.
Abstract
The purpose of this study was to analyze cognitive and metacognitive instruction research from 1997 to 2004 to find out the recent trends and future direction. The results showed that most of participants in journal articles were students with learning disabilities and the area of curriculum utilized mostly in intervention was language arts. Research design used in the review of literature was group experimental design. Cognitive and metacognitive instructional strategies used mostly were goal setting and self-evaluation strategies, explicit instruction strategies, schema-based instructional strategies, self-awareness strategies, and reciprocal strategies. Future study would be focusing on information processing memory and cue strategies which are related to cognitive and metacognitive instructional strategies.
참고문헌 (34)
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