교육 과정: 교실 관점

이 분야는 교실에서 전개되는 교수·학습—수업, 교실 과정, 효과적 교수의 조건—을 연구한다.

Scope

이 분야는 교수법 연구, 교실 상호작용과 학급 관리, 교수 방법, 학습의 인지적 조건을 다룬다.

Sub-topics

• Advance Organizers
• Interdisciplinary Approach
• Study Habits
• Cultural Enrichment
• Test Anxiety
• Affective Objectives
• Behavioral Objectives
• Student Reaction
• Test Preparation
• Academic Failure
• Class Rank
• Grades (Scholastic)
• Grading
• Enrichment Activities
• Developmentally Appropriate Practices
• Mixed Age Grouping
• Instructional Effectiveness
• Global Approach
• Mastery Learning
• Multi Tiered Systems of Support
• Performance Contracts
• Student Improvement
• Teacher Influence
• Instructional Design
• Portfolio Assessment
• Learner Engagement
• Student Motivation
• Teacher Motivation
• Student Development
• Classroom Environment
• Teacher Student Relationship
• Creative Activities
• Reggio Emilia Approach
• Educational Therapy
• Classroom Communication
• Simulation
• Assessment Literacy
• Formative Evaluation
• Instructional Improvement
• Teacher Competencies
• Teaching Skills
• Assignments
• Instruction
• Electronic Learning
• Discussion Groups
• Educational Diagnosis
• Response to Intervention
• Academic Persistence
• Listening
• Redundancy
• Time on Task
• Classroom Techniques
• Audiovisual Instruction
• Multimedia Instruction
• Intermode Differences
• Place Based Education
• Student Centered Learning
• Individual Instruction
• Conventional Instruction
• Academic Achievement
• Teaching Experience
• Object Manipulation
• Precision Teaching
• Course Objectives
• Process Education
• Student Behavior
• Developmental Studies Programs
• Student Centered Curriculum
• Training Objectives
• Educational Strategies
• Remedial Programs
• Study Skills
• Content and Language Integrated Learning
• Acceleration (Education)
• Honors Curriculum
• Blended Learning
• Experimental Teaching
• Instructional Innovation
• Integrated Activities
• Training Methods
• Web Based Instruction
• Ability Grouping
• Computer Assisted Instruction
• Group Discussion
• Student Projects
• Teacher Behavior
• Case Method (Teaching Technique)
• Discussion (Teaching Technique)
• Student Interests
• Writing Exercises
• Classes (Groups of Students)
• Class Organization
• Course Organization
• Grouping (Instructional Purposes)
• Self Contained Classrooms
• Class Size
• Teacher Expectations of Students
• Teaching Conditions
• Prereferral Intervention
• Practicum Supervision
• Student Experience
• Teacher Improvement
• Coaching (Performance)
• Achievement Gains
• Performance Factors
• Remedial Instruction
• Group Activities
• Reciprocal Teaching
• Computer Simulation
• Computer Managed Instruction
• Simulated Environment
• Praxis
• Scaffolding (Teaching Technique)
• Course Content
• Textbook Content
• Motivation Techniques
• Lecture Method
• Learning Centers (Classroom)
• Peer Teaching
• Team Training
• Team Teaching
• Home Study
• Individualized Programs
• Diagnostic Teaching
• Course Evaluation
• Instructional Material Evaluation
• Summative Evaluation
• Creative Teaching
• Curriculum Based Assessment
• Reflective Teaching
• Questioning Techniques
• Cross Age Teaching
• Tutorial Programs
• Notetaking
• Prompting
• Enrichment
• Curriculum Enrichment
• Instructional Development
• Thematic Approach
• Material Development
• Class Activities
• Cooperative Learning
• Experiential Learning
• Independent Study
• Learner Controlled Instruction
• Demonstrations (Educational)
• Learning Activities
• Direct Instruction
• Problem Based Learning
• Student Participation
• Montessori Method
• Resource Units
• In Person Learning
• Individualized Instruction
• Drills (Practice)
• Sequential Approach
• Gamification
• Progressive Education
• Time Management
• Psychoeducational Methods
• Error Correction
• Participant Satisfaction
• Student Journals
• Knowledge Base for Teaching
• Teacher Response
• Group Instruction
• Test Wiseness
• Pacing
• Individual Activities
• Resource Room Programs
• Reading Lists
• Instructional Systems
• Microteaching
• Andragogy
• Aptitude Treatment Interaction

Core questions

• 효과적인 교수란 무엇인가?
• 교실 상호작용은 학습을 어떻게 형성하는가?
• 수업은 인지적으로 어떻게 설계되어야 하는가?
• 교실 생활의 체험적 경험은 어떠한가?

Key concepts

• 효과적 교수
• 학급 관리
• 잠재적 교육과정
• 인지 부하
• 교수 설계
• 교실 상호작용

Key theories

교수법 연구

Gage는 교수 효과성에 대한 체계적 경험적 연구를 확립하였다.

교실의 잠재적 교육과정

Jackson은 교실 생활에 내재된 묵시적 교훈을 밝혀내었다.

인지 부하

Sweller는 효과적인 학습을 위해 수업이 작업 기억(working memory)의 한계를 존중해야 함을 보여 주었다.

History

교실 연구는 효과적 교수에 관한 과정-산출 연구(Gage)와 교실 생활의 민족지학(Jackson)에서 출발하여, 인지에 기반한 교수 설계(Sweller)로 발전하였다.

Debates

직접 교수 대 발견 학습

인지 부하 연구에 기반하여, 학습이 명시적 교수에 의해 지원되는 것이 나은지 안내된 발견에 의해 지원되는 것이 나은지에 관한 논쟁.

Key figures

• N. L. Gage
• Philip Jackson
• John Sweller

Seminal works

• jackson-1968
• gage-1963
• sweller-1988

Frequently asked questions

인지 부하 이론이란 무엇인가?

효과적인 학습을 지원하기 위해 수업이 작업 기억의 제한된 용량을 관리해야 한다는 Sweller의 이론이다.