교육평가는 목표달성의 조건으로서 교사에게는 지도 계획과 지도 방법을 개선하게 하고학생에게는 지식 체계, 사고 방식, 행동 양식을 바람직한 방향으로 유도한다는데 의의가 있다. 그러므로 사회과에서의 의도한 바 교육목표의 달성은 성취도만이 아닌 수업 과정에서의 적절한 평가가 이루어질 때 가능하다(교육부 1998). 왜냐하면 의도된 계획으로서의 교육과정의 효과적인 전개와 실현이 보장될 수 있기 때문이다.
The accomplishment of the teaching objectives of social studies education should be examined by the evaluation through instructional process as well as the achievement test. The evaluation through instructional process can be done when teachers\' awareness of the process is high. Section I presented the research method. 429 elementary school teachers in Kyonggi Province and Inchon City were selected through Stratified Random Sampling, and 20 questionnaire items were made in three areas of instructional process evaluation: lesson planning, learning activities, and use of the results of assessment. Section 2 presented the theoretical background and hypothesis that there is no difference of teachers\' awareness in different sexes and careers. Section 3 interpreted the results of the analysis of the responses to the questionnaire items and the result of the hypothesis testing. Section 4 presented some suggestions to improve teachers\' awareness of the evaluation through instructional process.
Ⅰ. 서론 Ⅱ. 이론적 배경 Ⅲ. 결과 및 해석 Ⅳ. 결론 참고문헌 Abstract
