수업에서 교사의 동기유발 - ARCS 모형을 중심으로
A Study on Teachers' Motivation at the Instruction
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참고문헌
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초록
이 연구는 충북 지역 교사와 학생들을 대상으로 수업에서 교사들의 동기유발 과정에 대한 인식의 차이를 ARCS모형을 토대로 하여 알아보고, 그 방안을 탐색하는 것을 목적으로 하였다. 연구방법은 질문지를 통한 조사연구와 교사협의회를 통한 대안 탐색으로 이루어졌다. 연구 대상은 교사 426명과 학생 951명을 대상으로 2008년 10월초부터 11월초까지 약 1개월에 걸쳐 이루어졌다. 이 연구의 결과는 다음과 같다. 첫째, 교사와 학생의 동기유발에 대한 인식의 차이는 주의환기 및 주의집중, 관련성 증진, 자신감 증진, 만족감 증대 전략 모두 p<.001수준에서 통계적으로 유의한 차이를 보였다. 둘째, 교사의 사전교수동기 강화와 수업공개가 요구된다. 셋째, 교사의 학생에 대한 긍정적 사고와 수업의 중요성 강화가 요구된다. 넷째, 수업평가 시스템을 구축하여 보상체제를 학교와 교육청 차원에서 갖추어야 한다.
Abstract
This research, setting the teachers and students in Chungbuk district as the subject of this study, aims at looking into the difference in the consciousness of teachers' motivation process in class on the basis of ARCS model and inquiring into its related improvement plan. Research method consists of questionnaire-based survey & research and alternative examination through a teacher's council. This research conducted a survey on 426 teachers and 951 students for about 1 month starting from the beginning of October until the beginning of November. The research results are as follows: First, the differences in the perception of motivation between teachers and students appeared statistically significant at a level of p<.001 in all strategies for attention-rousing, attention-focusing, advancement of relationship, enhancement of confidence and feeling of satisfaction. Second, it is required that teachers should reinforcement teaching motive and instruction open. Third, it is also required that teachers should have a positive idea of their students and intensify the importance of instruction. Fourth, it is required that motivation technique should be systematically applied in the process of class. Also the rewarding system subsequent to teachers' endeavors should be equipped at a level of school and the Office of Education.
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