A Comparative Study on the Teaching-Learning Contents between Two Elementary School Lessons: Application of Lemke's Frame of Instruction Analysis
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This article examines the teaching-learning contents of two elementary school lessons by analyzing semantic relationships and thematic patterns which are constructed through teacher's initiation-student's response-teacher's evaluation or follow-up(I-R-E/F) sequence. Thematic pattern of a subject content describe a shared pattern of semantic relationships in a lesson dialogue(Lemke, 1990). Two distinct lessons in which the same learning theme from the third grade social studies curriculum are analysed using micro-ethnographic approach. The results of the analysis are as follows: 1) Thematic patterns occur more concurretly in the lesson constructed by ‘Teacher A' than that constructed by ‘Teacher B' and attainability of the learning theme is more substantial in the lesson of ‘Teacher A' than in that of ‘Teacher B'. 2) The thematic patterns taught and learned in two lessons are largely constructed by teachers' follow-up act and students' learning activities are those that repeat after the thematic patterns prearranged by teacher in the stage of introduction of learning activities. The findings show that the analytic method examined in this article for teaching-learning contents can be viable for analysing lesson content and instructional supervision.
Abstract
This article examines the teaching-learning contents of two elementary school lessons by analyzing semantic relationships and thematic patterns which are constructed through teacher's initiation-student's response-teacher's evaluation or follow-up(I-R-E/F) sequence. Thematic pattern of a subject content describe a shared pattern of semantic relationships in a lesson dialogue(Lemke, 1990). Two distinct lessons in which the same learning theme from the third grade social studies curriculum are analysed using micro-ethnographic approach. The results of the analysis are as follows: 1) Thematic patterns occur more concurretly in the lesson constructed by ‘Teacher A' than that constructed by ‘Teacher B' and attainability of the learning theme is more substantial in the lesson of ‘Teacher A' than in that of ‘Teacher B'. 2) The thematic patterns taught and learned in two lessons are largely constructed by teachers' follow-up act and students' learning activities are those that repeat after the thematic patterns prearranged by teacher in the stage of introduction of learning activities. The findings show that the analytic method examined in this article for teaching-learning contents can be viable for analysing lesson content and instructional supervision.
참고문헌 (38)
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