삼원적 교수모형의 영어교과수업 적용이 고등학생의 학업성적과 지적능력에 미치는 영향
(The) Effects of english instruction based on the triarchic teaching model on academic achievement and intellectual abilities of high school students
교수모형 영어교과수업 학업성적 지적능력;
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The purpose of this study is to identity the effects of English instruction based on the triarchic teaching model on academic achievement and intellectual abilities of high school students. Concrete research questions of this study are as following; First, are there effects on academic achievement and intellectual abilities of high school students applied with the triarchic teaching model? Second, are there effects to improve students' memory-analytic abilities, creative-synthetic abilities, practical-contextual abilities of students in appling the triarchic teaching model? The subjects of this study were 140, junior students in Kyongsang-namdo K city site. Investigator directed these classes to experiment group which 2 classes applied triarchic teaching model, and colleague teacher progressed classes to control group which remainder 2 starting schools applied the traditional teaching method. In class in 1 week 2th, enforced for one year 50 minutes each time. Teaching method program that is used in this study referenced program of Sternberg, Torff and Grigorenko (1988) and program that Sternberg (1998) applied in teaching students in 「Applying the triarchic theory of human intelligence in the classroom」. A measurement tool that is used in this study were academic achievement and triarchic intellectual abilities tests. Academic achievement test was consisted of multiple choice system with 30 items in pre-post tests. Sternberg Triarchic Abilities Test(STAT) was 12 items in language domain, 12 items in mathematical domain, and 12 items in figure domain. Problems that is found in translation or context examined and corrected, and completed to final tests. This test's reliability is Chronbach's Alpha equal to language domain .72, mathematical domain .81, and figure domain .74 Preliminary investigation for this study was processed to students collected as 50other students in K city's general high school. In collecting materials for this research conducted from December, 2002 to April, 2003(during 4 months). STAT's time required was about 2 hours. Students' reaction data analysis inflected SPSS 10.0 for windows. Acacemic and triarctic-intellectual abilities did t-test, the difference of triarctic-intellectual abilities did ANOVA. In summarizing the result of this study, the result of academic abilities had effects on the groups of triarctic class higher than the groups of traditional class as a result of t-test. The application of triarchic teaching model verified the memory-analytic abilities with t-test was resulted more effects in developing the memory-analytic abilities to students. The result verified the creative-synthetic abilities and practical-contextual abilities on t-test was exposed evenly in language domain, mathematic domain, and figure domain. The result verified intellectual capacity between triarctic class groups and traditional class groups on t-test was exposed effects to students whom developing the memory-analytic abilities, creative-synthetic abilities, and practical-contextual abilities. There was a significant difference in total score of language domain, mathematic domain, and intellectual abilities as the result verified intellectual capacity with pre-post test on ANOVA between triarctic class groups and traditional class groups. but, there was relevant difference in figure domain. In conclusion, it has effects to improve high school students' academic abilities in the application of the triarctic teaching models. As well as, there is affirmative effect in elevating triarctic intellectual abilities of students. That is, there are effects to improve memory-analytic abilities, creative-synthetic abilities, and practical-contextual abilities.