본 연구는 전략훈련(인지-초인지 전략, 자기교수전략)과 설명적 교수가 학습장애 학생의 수학문장제 문제해결 능력과 학습된 무력감에 미치는 영향을 알아보기 위해 실시되었다. 연구 대상은 서울특별시 소재 중등학교에 재학 중인 학습장애 학생 30명으로 하였으며, 연구를 통해 나타난 결과를 요약 정리하면 다음과 같다. 첫째, 전략훈련(인지-초인지 전략, 자기교수전략)은 설명적 교수방법보다 학습장애 학생의 수학문장제문제 해결능력을 증진시키는데 효과적인 것으로 나타났다. 둘째, 전략훈련(인지-초인지 전략, 자기교수전략)의 효과는 학습과제의 특성에 따라 차이가 있는 것으로 나타났다. 즉 단순과제의 경우 두 방법 모두 설명적 교수방법 보다 효과적이었으나 복합과제의 경우 인지-초인지 전략훈련은 설명적 교수방법보다 효과적이었으나 자기교수전략훈련은 설명적 교수방법과 차이가 없었다. 셋째, 전략훈련(인지-초인지전략, 자기교수전략)은 설명적 교수방법보다 학습과제의 유지에 효과적이었으나, 유지효과 또한 과제의 특성에 따라 다르게 나타났다. 즉 단순과제의 경우 두 전략훈련 모두 설명적 교수방법에 비해 유지 효과가 있는 것으로 나타났으나, 복합과제의 경우에는 인지-초인지 전략훈련은 설명적 교수방법보다 유지에 효과적이었으나 자기교수전략훈련은 설명적 교수방법과 차이가 없었다. 넷째, 전략훈련(인지-초인지 전략훈련, 자기교수전략훈련)은 설명적 교수방법보다 학습장애 학생의 학습된 무력감을 감소시키는데 효과적인 것으로 나타났다.
The purpose of this study was to examine how strategy training (cognitive-metacognitive strategy training and self-instructing strategy training) and explanatory teaching affected the arithmetic word problem solving skills and learned helplessness of students with learning disabilities. The subject was 30 secondary school students with learning disabilities. They were divided into cognitive-metacognitive strategy training group, self-instruction training group and explanatory teaching group. The major findings of the study were as below: First, strategy training, including cognitive-metacognitive strategy training and self-instructing strategy training, had a better effect on enhancing the arithmetic word problem solving skills of the students with learning disabilities than explanatory teaching. Second, teaching method using strategy training was different effect on the task level. When simple tasks were assigned, both strategy training methods worked better than explanatory teaching. But in the event of complex tasks, cognitive- metacognitive strategy training was more effective than explanatory teaching, but there was no significant difference between self-instructing strategy training and explanatory teaching. Third, strategy training, involving cognitive-metacognitive strategy training and self-instructing strategy training, had a better effect on their maintenance tasks than explanatory teaching, but that effect depended on the level of the given tasks. In the case of simple tasks, both strategy training methods worked. In the event of complex tasks, however, cognitive-metacognitive strategy training was more effective than explanatory teaching, but there was no significant different between self-instructing strategy training and explanatory teaching. Fourth, strategy training, involving cognitive-metacognitive strategy training and self-instructing strategy training, was more successful in easing the learned helplessness of the students with learning disabilities than explanatory teaching. Key words : Learning Disabilities, Teaching Strategy
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 결과 및 해석 Ⅳ. 논의 및 결론 <참고문헌>
