지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Facing the knowledge development, information expansion and increase in educational population along with the modern, information-oriented society, we are required to improve the quality and method of teaching and learning. In other words, we should develop and utilize various media for effective teaching and learning which lead to the maximization of educational effects and promotion of learning interests and motives.
Children usually have undeveloped attention and concentration. For them, therefore, suitable audio-visual media are needed to foster their interests in learning. Very importantly, such audio-visual media could attract children to learn positively and effectively because the media are arranged according to children's developmental difference.
There have been studies about teachers' recognition and utilization of audio-visual teaching media, often at the levels of primary, middle and high schools. The studies showed that most of the teachers were positive about the media and effects of such media for learning objectives, but little capable of manufacturing the educational materials. Few similar studies have been so far made to kindergarten teachers. So, this researcher surveyed the current use of audio-visual teaching media at each activity of pre-school education. As a result, it was found that kindergarten teachers had little use of the media.
Fully considering findings from all of the studies as above mentioned, the researcher could reach the following conclusions and suggestion.
First, teachers recognize audio-visual teaching media very clearly, but use few of the media in the actual situation of teaching.
Second, there are differences among teachers about the extent to which they use audio-visual teaching media, in accordance with the teachers' professional career.
Third, teacher are little excellent in the operation and preparation of such teaching media. Regarding the operation and preparation, longer service teachers are relatively better than the others.
Fourth, audio-visual teaching media vary In patterns and learning effects according to the capacity of relevant school.
Fifth, the application of the media requires training program development and training opportunity increase.
Sixth, audio-visual teaching media are little used In actual education because they are not still easily available.
Seventh, administrative and financial supports should be given to help the development of very effective, up-to-date and practical materials of education.
Children usually have undeveloped attention and concentration. For them, therefore, suitable audio-visual media are needed to foster their interests in learning. Very importantly, such audio-visual media could attract children to learn positively and effectively because the media are arranged according to children's developmental difference.
There have been studies about teachers' recognition and utilization of audio-visual teaching media, often at the levels of primary, middle and high schools. The studies showed that most of the teachers were positive about the media and effects of such media for learning objectives, but little capable of manufacturing the educational materials. Few similar studies have been so far made to kindergarten teachers. So, this researcher surveyed the current use of audio-visual teaching media at each activity of pre-school education. As a result, it was found that kindergarten teachers had little use of the media.
Fully considering findings from all of the studies as above mentioned, the researcher could reach the following conclusions and suggestion.
First, teachers recognize audio-visual teaching media very clearly, but use few of the media in the actual situation of teaching.
Second, there are differences among teachers about the extent to which they use audio-visual teaching media, in accordance with the teachers' professional career.
Third, teacher are little excellent in the operation and preparation of such teaching media. Regarding the operation and preparation, longer service teachers are relatively better than the others.
Fourth, audio-visual teaching media vary In patterns and learning effects according to the capacity of relevant school.
Fifth, the application of the media requires training program development and training opportunity increase.
Sixth, audio-visual teaching media are little used In actual education because they are not still easily available.
Seventh, administrative and financial supports should be given to help the development of very effective, up-to-date and practical materials of education.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 결론
참고문헌
〈Abstract〉
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UCI(KEPA) : I410-ECN-0101-2009-001-019507095