인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
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
While there is ample literature on the principles and cases of learner-centered learning, little is known on what teachers do in classes as “facilitators”. This study surveyed 74 middle and high school Korean language teachers about their perception of their own classes and the concept of a facilitator. The results showed that respondents’ classes were evenly distributed from teacher-centered classes to student-centered classes. Their learner-centeredness was implemented at various levels from lesson flow or teaching and learning model to local major characteristics. They were expected to have difficulty because of incomplete conceptual recognition, and confusion regarding the teacher’s act of “leading/eliciting” as being teacher-centered or student-centered. Their characteristics as facilitators fell under six categories; to make students “understand”, “participate”, “interact”, “think”, “lead”, “create relationships and atmosphere”, and “connect.” We proposed the development of instructional practice through the elaborating perception of the concept of learner-centered learning and the facilitator, self-regulation of instructional practice through the hierarchization of facilitator types, and establishment of four areas of facilitator education.
#촉진자
#인식
#개념
#수업 실천
#국어 교사
#국어교육
#facilitator
#recognition
#concept
#teaching practice
#Korean language teachers
#Korean language education
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