문법교육에 적용한 개념도 활용의 교육적 효과
The Educational Effects of Concept Map Applied to the Grammar Education
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The goals of grammar education are exactly express grammatically and advance a communication skills that properly represent in a dialog situation. As importance of grammar education increases, concept map and cooperative learning with teaching-learning strategy will propose at this time. Concept map and Cooperative learning are meaningful and effective teaching-learning strategy that learners reconstruct their knowledge by themselves. Concept map is effective because learners can construct knowledge on the concept based on their own understanding in a related method in rank. Cooperative learning is also effective to construct positive and creative knowledge for learners sharing opinions and tasking subjects through their interactions. This paper is to study the existence of differences of the effects on student’ achievement of the concept map types according to the instruction method, and to analyze the differences of the effects on recall of the concept map types according to the instruction method that provide basic materials for the practical use method of concept map. The experiment was carried out with 106 students in the 3rd grade of K girls' middle school using Korean language grammar. They were divided into individual study group proposing partial concept map, individual study group proposing free concept map, cooperative learning group proposing partial concept map, and cooperative learning group proposing free concept map. Each group progressed the study to research the student' achievement and recall using student' achievement test sheet and delay cued recall test sheet. As the result of the experiment; first, in case of the study on the differences of the effects on student' achievement of the concept map types according to the instruction method, there were meaningful differences of the interactions between instruction method and concept map types for student' achievement. Second, in case of the existence of differences of the effects on recall of the concept map types according to the instruction method, there were meaningful differences on recall according to the concept map types. That is, there were differences of recall according to the concept map types regardless of the instruction method. In particular, proposing partial concept map was more positive for learners on recall.
Abstract
The goals of grammar education are exactly express grammatically and advance a communication skills that properly represent in a dialog situation. As importance of grammar education increases, concept map and cooperative learning with teaching-learning strategy will propose at this time. Concept map and Cooperative learning are meaningful and effective teaching-learning strategy that learners reconstruct their knowledge by themselves. Concept map is effective because learners can construct knowledge on the concept based on their own understanding in a related method in rank. Cooperative learning is also effective to construct positive and creative knowledge for learners sharing opinions and tasking subjects through their interactions. This paper is to study the existence of differences of the effects on student’ achievement of the concept map types according to the instruction method, and to analyze the differences of the effects on recall of the concept map types according to the instruction method that provide basic materials for the practical use method of concept map. The experiment was carried out with 106 students in the 3rd grade of K girls' middle school using Korean language grammar. They were divided into individual study group proposing partial concept map, individual study group proposing free concept map, cooperative learning group proposing partial concept map, and cooperative learning group proposing free concept map. Each group progressed the study to research the student' achievement and recall using student' achievement test sheet and delay cued recall test sheet. As the result of the experiment; first, in case of the study on the differences of the effects on student' achievement of the concept map types according to the instruction method, there were meaningful differences of the interactions between instruction method and concept map types for student' achievement. Second, in case of the existence of differences of the effects on recall of the concept map types according to the instruction method, there were meaningful differences on recall according to the concept map types. That is, there were differences of recall according to the concept map types regardless of the instruction method. In particular, proposing partial concept map was more positive for learners on recall.
참고문헌 (39)
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