道義敎育에 있어서 敎授媒體의 效果

Abstract

날로 急進하는 文明과 함께 急增하는 人口로 인하여 생기는 敎育人口의 增加, 情報의 홍수 等은 오늘날 우리 社會에 있어서 여러가지 問題点을 안겨주고 있다. 즉 學校敎育에서의 過密學級, 敎師의 過重한 業務量 等으로 學習 方法이 從來의 傳統的인 敎育方法으로서는 도저히 우리가 바라는 敎育의 目標 達成을 기대할 수가 없게 되었다. 따라서 敎育의 능률화, 효율화를 기하기 위해 學習指導過程에 적절한 敎授媒體를 投入시키는 方法을 시도했고, 또한 좋은 成果도 거두고 있다. 本 硏究의 目的은 道義敎育過程에도 學習目標에 적절한 敎授媒體를 投入시키면 1) 學習의 成就度가 높아지는가 와 2) 學習者의 興味 및 動機誘發을 시키는가를 實驗調査를 通해 糾明하는데 있다. 硏究方法으로 情意的 敎育 및 敎授媒體의 效果에 對해서는 文獻資料에 依存했으며, 實驗對象은 市內Y男子中學校 3學年 200名을 對象으로 하여 實驗集團과 比較集團으로 各各 나누어 100名씩 實驗을 實施하였다. 實驗資料는 3學年 道德敎科書 "勝共統一의 길"외 單元인 "統一問題와 比較共産集團의 음모"로 定하고 여기에 敎授媒體로 Film과 Slide를 使用하였는데 이들 Film과 Slide는 여러가지 여건으로 인해 本 學習目標에 맞도록 의도적으로 제작하지 못하고 旣存資料를 南部敎育區廳資料室에서 대출하여 使用하였다. 檢證資料는 評價紙와 質問紙를 通해 統計處理하였으며 有義度는 CR方法에 依해 알아 보았고 質問紙는 興味度에 對한 檢査를 하는데 使用하었다. 實驗節次는 우선 文獻硏究에 衣해 假說을 設定하고 다음 實驗集團의 指導案을 作咸하여 이를 一週日에 2時間씩 火曜日과 木曜日에 實施하였다. 測定道具로는 評價紙와 質問紙를 通해 學習의 成就度와 興味度를 測定하였다. 結果는 假說과 一致하는 것으로서 實驗集團이 比較集團보다 全體平均에서 7.25 점이 높았으며 有意度는 C,R=6.42로 위험율 1%선에서 매우 有義的이라는 結果가 나왔다. 이를 더 뒷받침해주기 爲해 實驗集團과 比較集團을 各各 上位그룹(30名), 下位그룹(30名)으로 나누어 比較해 본 結果 上位그룹의 平均差(5.84)보다 下位그룹의 平均差(8.16)가 더 높았다. 이는 곧 敎授媒體의 效果가 크다는 것을 나타내고 있다. 다시 말해서 ＜가설1＞인 中學敎 道義敎育過程에 있어서 적절한 敎授媒體의 投入은 學業의 成就度를 높여준다는 것을 明確히 해주고 있다. 興味度에 있어서도 實驗集團과 比較集團과의 全體平均을 比較하면 4.003＞1.904로 實驗集團이 훨씬 높으며, 實驗集團의 最下平均点(3.83)이 比較集團의 最高平均点(2.26) 보다 높다. 이것으로 볼때 ＜가설2＞인 中學敎 道義敎育에 있어 學習目標에 적절한 敎授媒體를 使用한다면 學習者의 興味 및 動機誘發을 시킨다는 것을 立證해 주고 있다.;Today's society has many problems owing to the increasing educational population and informations which are the results of the rapid increase of population and the rapid advance of civilization. That is, the over-crowded class and too much work of teachers in school education has made it impossible to achieve the educational goal we want by traditional methods. Therefore, in order to make education effective and efficient, the audio-visual education method has come to the front, and it is now tried in many ways, making good achievements in some fields. The aim of this study is to examine by experiment whether, in middle school moral education, the proper use of teaching media. 1. increases learning achievement 2. stimulates students' interest and motivation. As for its methods, written materials were referred to on effectiveness of teaching media and emotional education. The experiments were carried, having 200 third year students of Y. Boys' Middle School in Seoul. They were divided into two groups; the experiment group and the comparison group. Each of them contained 100 students. As for its material, the unit "Problems of Unification and Intrigues of the North Korean Communists' Body" was chosen from the text The Way to Unification through Defeating Communism in third year moral education curriculum. Films and slides were used as its teaching media. Because the new media fit to the aim could not be made purposely through several situational difficulties, the existing media borrowed from the South District Office of Education were used. As for testing materials, appraisal papers and enquetes were used. To take statistics from them, the C.R. method was used. Enquetes were used as the motivation test. The study procedure was following. Hypotheses were made from researcy of written materials: 1. The use of teaching media will increase the achievement in moral education. 2. The proper use of teaching media will provide the motivation and at the same time will stimulate students' interest. Teaching plans for the experiment group were made and carried for two hours a week, on Tuesday and Thursday. Learning achievement was measured by appraisal papers. Interest was examined through enquetes. The results agreed with the hypotheses. The total average of the experiment group was 7.25 point higher than that of the comparison group. Its significancy was t=6.42. It means very significant, regarding danger rate 1%. In order to support the result each group was divided into high(30) and low(30) groups. The comparison of the high and low groups tells us that difference between each low group averages(8.16) was bigger than that of high group averages(5.84). It shows that the teaching media is very effective. In other words, it makes clear the hypothesis 1 that the proper use of teaching media increases learning achievement in middle school moral education. In measuring interest, the total average of the experiment group(4.003) was much higher than that of the comparison group(1.904). Even the lowest average of the former(3.83) was higher than the highest average of the latter(2.26). It proves the Hypothesis 2 that the proper use of teaching media provides motivation and stimulates students' interest.