초등교사의 도입단계 교수화법 양상과 인식

Abstract

The purpose of this study is to examine the aspect of teacher’s conversation at the class introduction stage and to check teachers’ perception about it. The general structure of the teaching method at the introduction stage consists of; preparing class, starting class, reminding students of previously learned materials, motivating, confirming learning goals, and introducing learning activities. Other elements can be added to or some elements can be removed from this structure, while it can also be modified, substituted or integrated, depending on various factors such as school levels, subject matters, and teachers. The pedagogical implications of the introduction stage are as follows. First, reminding students of previously learned materials is meaningful in terms of securing the link between classes and grasping the degree of student learning. Second, identifying learning goals through motivation induces students to remember what key content and activities they are about to learn in class. Third, the introduction phase and the conclusion phase of the class can be understood as the structure of rhyming couplets. Preparing classes and getting individual questions, starting and ending classes, and reminding students of previously learned materials, and previewing the next lesson form the structure of the rhyming couplets in their functions and roles.