본 연구는 전략훈련이 학습장애학생의 수학문장제문제 해결능력과 자기효능감에 미치는 효과를 알아본 것이다. 연구 대상은 서울특별시 소재 중등학교에 재학중인 학습장애학생 27명으로 하였다. 연구결과 첫째, 전략훈련은 설명적교수 보다 학습장애학생의 수학문장제문제 해결능력을 증진시 키는데 더 효과적이었다. 둘째, 전략훈련은 학습과제의 특성에 따라 그 효과가 다르게 나타났다. 셋 째, 전략훈련은 설명적교수 보다 학습장애학생의 자기효능감을 증진시키는데 더 효과적이었다.
The purpose of this study was to examine the effect of the strategy training on mathem atical word problem solving, and self-efficacy of the students with learning disabilities. T he subject was 27 middle and high school students with learning disabilities. They were divided into cognitive-metacognitive strategy training group, self-instruction training grou p and explanatory teaching group. The two groups were given training programs two or three times per week. The results of this study were as follows： First, teaching method using strategy training was effective on mathematical word probl em solving of learning disabled students. Second, teaching method using strategy training was different effect on the task level. Third, teaching method using strategy training was effective on their self-efficacy.
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 결과 및 해석 Ⅳ. 논의 및 결론 참 고 문 헌
