초등학교 영어,과학 내용 중심 통합 수준별 수업의 효과
A study on the Effects of Content-based Language Teaching through Differentiated Instruction in Elementary School
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Abstract
The purposes of this study are to make students have more exposures to English through content-based Instruction (CBI), and to apply the enriched/supplementary 7th national curriculum of the elementary English education effectively. To achieve these purposes, the experimental instructions were given for ten weeks to two sixth grade classes each with 66 students in U elementary school located in Seoul. The experiment periods were divided into two. The first experiment using traditional CBI was exercised for five weeks. After first experiment, it was needed to proceed to the second experiment with differentiated groups. So the differentiated CBI was done for five weeks. To prove the effectiveness of these experiments, the questionnaire of the affective domains (area of interests, participations, self-confidence) and cognitive characteristics, English academic achievement tests (listening and reading), and science academic achievement tests (two tests, one in Korean and another in English) were developed and implemented. To test the quality of experiments, interviews, comments, and science performance assessments were also used and analyzed quality and quantity concurrently. In conclusion, the differentiated CBI was more effective in affective and cognitive aspects than the traditional method.
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