파워포인트를 이용한 초인지전략수업의 효과에 관한 연구

The Study of effects on using powerpoint metacognitive strategy instruction

  본 연구의 목적은 파워포인트를 이용한 초인지전략수업이 중등특수학급학생의 읽기인식능력과 학업성취에 미치는 효과를 알아보는데 있다. 연구 대상은 서울 시내에 소재한 중등특수학급 학생 12명을 대상으로 하였으며, 연구방법은 준실험설계를 통한 독립표본 t 검증을 실시하였다. 실험집단에는 파워포인트를 이용한 초인지전략수업을 통해 학생들이 읽기 과제의 개요만들기, 읽기, 핵심어와 중심문장으로 구분하여 개념지도만들기 그리고 자기점검하기를 실시하도록 하였다. 그리고 통제집단에는 실험집단과 같은 읽기 과제를 가지고 교사 중심의 판서하기, 읽기, 노트 필기하기 그리고 요점 정리하기를 실시하도록 하였다. 연구결과 파워포인트를 이용한 초인지전략수업은 중등특수학급 학생들의 읽기인식능력에 효과가 있었지만 학업성취에는 효과가 없는 것으로 나타났다. 따라서 앞으로는 파워포인트를 이용한 초인지전략수업의 효과를 재분석하는 연구와 함께 다른 교수 방법 및 교사 중심의 직접교수(DI) 등과 서로 비교하는 연구가 이루어질 필요가 있다.

&nbsp;&nbsp;The purpose of this study was to examine the effects on reading awareness of ability and academic performance by using powerpoint metacognitive strategy instruction for students who are at special class in the middle school.<BR>&nbsp;&nbsp;The subjects of this study were 12 students at special class in middle school and their chronological age is from 14 to 16. They were divided and disposed to 6 experimental group and 6 control group by based academic test, reading awareness ability pre-test, I. Q test and C. A. by pair method. For treatment, teacher who is experimental group carried out powerpoint metacognitive strategy instruction for the subjects of experimental group. For example, teacher taught students to create a skeleton of a chapter, read the material, record key words or phrases of its main ideas, and do self monitoring. Teacher who is control group implemented traditional lesson for the subjects of control group. For example, teacher directly explained the lesson means and noted on the blackboard. And then teacher let students to read, note and summarize the contents of the reading paper. The evaluation was conducted by two kinds of tests instrument. To assess the progress of reading awareness ability we used a reading awareness ability pre test and post test. And to assess academic performance we implemented the academic performance post test and continued test.<BR>&nbsp;&nbsp;The results of this study were as follows. First of all, the subjects of experimental group who were received using powerpoint metacognitive strategy instruction could significantly improve their reading awareness ability more than the subjects of control group in reading awareness ability test. But the subjects of experimental group who were taught using powerpoint metacognitive strategy instruction couldn&quot;t improve significantly their academic performance more than subjects of control group in academic performance test.<BR>&nbsp;&nbsp;In conclusion, we can conclude that using powerpoint metacognitive strategy instruction is value and powerful in reading area and metacognitive strategy to students who are at special class in middle school. Therefore, we hope that using powerpoint metacognitive strategy instruction is going to spread and scientifically study at special class in middle school.