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웹자료와 개인홈페이지를 이용한 영어 교수 학습 방법에 대한 고찰
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 조재형 | - |
| dc.contributor.author | 김종수 | - |
| dc.date.accessioned | 2019-10-21T06:48:15Z | - |
| dc.date.available | 2019-10-21T06:48:15Z | - |
| dc.date.issued | 2006-02 | - |
| dc.identifier.other | 1027 | - |
| dc.identifier.uri | https://dspace.ajou.ac.kr/handle/2018.oak/16901 | - |
| dc.description | 학위논문(석사)--아주대학교 교육대학원 :영어교육,2006. 2 | - |
| dc.description.tableofcontents | Ⅰ. 서 론 = 1 1.1 연구의 필요성 및 목적 = 1 1.2 연구 방법 및 구성 = 4 Ⅱ. 인터넷과 영어교육 = 6 2.1 컴퓨터 언어 보조학습(CALL)의 장 단점 = 6 2.2 구성주의 학습법 = 9 2.3 인터넷의 역할과 발달 = 16 2.4 인터넷의 특성 = 18 Ⅲ. 인터넷의 교육적 특성 및 활용방안 = 20 3.1 인터넷의 교육적 특성 = 20 3.2 인터넷을 활용한 영어교육 활성화 방안 = 22 3.3 인터넷 및 홈페이지사용 수업을 위한 구축조건 = 25 Ⅳ. 연구의 방법 = 27 4.1 연구 기간 및 대상 = 27 4.2 연구절차 = 30 4.3 인터넷 학습자료 플러그인(Quick Time Player)의 선정이유 = 31 4.4 학습자료의 선별 및 실험도구 = 32 4.5 실제 학습자료 활용의 예 = 34 Ⅴ. 연구결과의 검증 및 논의 = 62 5.1 실태분석 = 62 5.2 연구의 결과 = 66 5.3 실험결과에 대한 논의 = 74 Ⅵ. 결론 및 제언 = 76 참 고 문 헌 = 79 ABSTRACT = 82 부록 1 설문지 = 85 부록 2 개인별, 항목별 성적: TOEFL(PBT)& TEPS = 89 부록 3 학생들과 함께 만든 수업 결과물 = 93 | - |
| dc.language.iso | kor | - |
| dc.publisher | The Graduate School, Ajou University | - |
| dc.rights | 아주대학교 논문은 저작권에 의해 보호받습니다. | - |
| dc.title | 웹자료와 개인홈페이지를 이용한 영어 교수 학습 방법에 대한 고찰 | - |
| dc.title.alternative | Kim, Jong-Soo | - |
| dc.type | Thesis | - |
| dc.contributor.affiliation | 아주대학교 교육대학원 | - |
| dc.contributor.alternativeName | Kim, Jong-Soo | - |
| dc.contributor.department | 교육대학원 영어교육 | - |
| dc.date.awarded | 2006. 2 | - |
| dc.description.degree | Master | - |
| dc.identifier.localId | 565329 | - |
| dc.identifier.url | http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000001027 | - |
| dc.description.alternativeAbstract | This research is based on a significant field study involving test subjects derived from High School sophomores ualified to enter university. Two major objectives exist: The first explores the suitability of Internet materials for cultivating students interests in English education while analyzing how these augment their linguistic capabilities. The second consists of designing a web-based bulletin board that monitors how learners express their ideas and opinions while being exposed to Net materials. Results of this study powerfully reveal that subjects achieved higher performance scores on TOEFL, TEPS and related tests, in addition to: heightened comfort levels, greater motivation and learning confidence in a cyber-infused classroom environment. Moreover, implementation of Internet English resources fuels learner fascination while building on linguistic acquisition. Participating students enjoyed a classroom environment designed to utilize the latest in web-based materials; implementation of these by a competent instructor produced favorable results. Learners responded tremendously to this new way of doing language when compared to earlier educational facilities deprived of Internet access and computer installations. Internet resources consisted mainly of sites that might enhance student learning, depending on course objectives and topics. Students utilized the information contained in these sites for general research and discussion. Many educational sites also sharpen critical thinking and problem-solving skills. Through the operating bulletin board, students posted their comments and questions regarding learned material so that the learning community as a whole responded. Such a bulletin board fosters the process of scientific endeavor by allowing the posting of research problems and experiment findings, issues and opinions. The Internet-installed class, then, charges learner activities while maintaining student knowledge of field advancements in conjunction with the bulletin board, which affords these learners (and teachers) the opportunity to get involved and be aware of ongoing pursuits across school lines. IBL (Internet Based Learning) is integral to support student learning in the current time. Through this study, the marked progress of participants is proof that a learning environment open to network strategies (bulletin boards, class websites, instructors professional home pages, etc) or at least, internet accessible can provide learners with the necessary exploratory devices. Teachers who are willing to become more familiar with these methods will also hold significant advantages over those educators still hanging with their textbooks. Ultimately, the class experiment here has proven that students educated through the select use of Internet supplemented learning can indeed move beyond Web and into World. | - |
- Appears in Collections:
- Special Graduate Schools > Graduate School of Education > English Education > 3. Theses(Master)
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