학습자 주도 수업에 의한 미술사 교과의 학업 자기효능감, 학습몰입 및 학업성취의 연구: 중국 후난성 H사범대학 미술전공 2학년 학생들을 대상으로
A Study of Academic Self-efficacy, Learning Immersion, and Academic Achievement on Art History Education by a Learner-led Class: On Sophomore University Students Majoring in Art in Hunan Province of China
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연구 목적: 이 연구는 중국 후난성 미술전공 대학생들을 대상으로 학습자 주도 수업이 학습자의 학업 자기효능감, 학습몰입 및 학업성취에 주는 영향을 알기 위한 것이다. 연구 방법: 연구대상은 후난성 H사범대학 학생들인 학습자 주도군 60명과 교수자 주도군 65명을 대상으로 하였고, SPSS 25 프로그램을 사용하여 신뢰도 분석과 평균차이 분석을 한다. 연구 내용: 대학생을 대상으로 한 미술사 교과 수업은 학업 자기효능감, 학습몰입 및 학업성취에 관해 학습자 주도 수업이 좋은지 아니면 교수자 주도 수업이 더 나은지를 확인한다. 결론 및 제언: 대학의 미술사 교과 수업에서 학습자 주도 수업은 교수자 주도 수업에 비해 학업 자기효능감, 학습몰입, 학업성취가 더 높음으로써, 미술사 교육에는 교수자 주도 수업보다는 학습자 주도 수업이 더욱 적합한 것으로 나타났다. 미술사의 효율적 교육을 위해서는 학습자가 주도할 수 있는 구체적인 목표지향성과 자아상태의 변수들도 더욱 연구할 필요가 있을 것이다.
Abstract
The purpose of this study is to see effects of learner-led classes on academic self-efficacy, learning immersion, and academic achievement for university students majoring in art in Hunan, China. On subjects of the study are 60 people of learner-led students and 65 of instructor-led students of Hunan H Normal University, reliability and average difference analysis are performed using the SPSS 25 program. Art history class for university students is confirmed whether learner-led class is better or professor-led classes is better about academic self-efficacy, learning commitment, and academic achievement. In art history class, learner-led class has higher academic self-efficacy, learning immersion, and academic achievement than professor-led class, It is confirmed that learner-led class is more suitable for art history education. For the efficient education of art history, it will be necessary to further study goal orientation and ego-states that learners can lead.
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