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2017.02.10
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Á¦¸ñ : TAI Çùµ¿ÇнÀÀÌ ÇнÀºÎÁø¾ÆÀÇ Çо÷¼ºÃë ¹× ÇнÀŵµ¿¡ ¹ÌÄ¡´Â È¿°ú ÀúÀÚ : ¹ÚÀϼö
¹ßÇàÇÐȸ : ÇнÀÀÚÁ߽ɱ³°ú±³À°ÇÐȸ [Korean Association For Learner-Centered Curriculum And Instruction]
¹ßÇàÁ¤º¸ : ÇнÀÀÚÁ߽ɱ³°ú±³À°¿¬±¸ Á¦ 7±Ç 2È£ pp.141-161(21 pages)
¹ßÇà³âµµ : 2007

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º» ¿¬±¸ÀÇ ¸ñÀûÀº TAI Çùµ¿ÇнÀÀÌ ÇнÀºÎÁø¾ÆÀÇ Çо÷¼º
Ãë ¹× ÇнÀŵµ¿¡ ¹ÌÄ¡´Â È¿°ú¸¦ °ËÁõÇϴµ¥ ÀÖ´Ù. º» ¿¬±¸ÀÇ ¸ñÀûÀ» ´Þ¼ºÇϱâ À§ÇÏ¿©, ÃʵîÇб³ 5Çгâ 2°³ ÇбÞÀÇ ÇнÀºÎÁø¾Æ 20¸íÀ» ´ë»óÀ¸·Î, 8ÁÖ¿¡ °ÉÃļ­ TAI Çùµ¿ÇнÀ°ú °­ÀÇ½Ä ¼ö¾÷À» ½Ç½ÃÇÏ¿´´Ù. TAI Çùµ¿ÇнÀÀÇ È¿°ú¸¦ °ËÁõÇϱâ À§ÇÏ¿© t°ËÁõ°ú ´Ùº¯·®ºÐ¼®(MANOVA)À» ½Ç½ÃÇÏ¿´´Ù.
¿¬±¸ °á°ú, TAI Çùµ¿ÇнÀÀº °­ÀÇ½Ä ¼ö¾÷¿¡ ºñÇÏ¿©
ÇнÀºÎÁø¾ÆÀÇ Çо÷¼ºÃë ¹× ÇнÀŵµ¿¡ À־ Åë°èÀûÀ¸·Î À¯ÀÇÇÑ Â÷ÀÌ°¡ ÀÖ¾úÀ¸¸ç, ƯÈ÷ ÇнÀŵµÀÇ ÇÏÀ§ º¯ÀÎ Áß¿¡¼­ Àڽۨ, ¼º°ø±â´ë, ÁÖÀÇÁýÁß, ¿­ÀÇ º¯Àο¡¼­ À¯ÀÇÇÑ Â÷ÀÌ°¡ ¹ß°ßµÇ¾ú´Ù(p<.05). ÀÌ·¯ÇÑ ¿¬±¸ °á°ú¸¦ º¼ ¶§, TAI Çùµ¿ÇнÀÀº ÇнÀºÎÁø¾ÆÀÇ Çо÷¼ºÃë ¹× ÇнÀŵµ¿¡ È¿°úÀûÀ̸ç, ƯÈ÷ ÇнÀºÎÁø¾ÆÀÇ Àڽۨ, ¼º°ø±â´ë, ÁÖÀÇÁýÁß, ¿­ÀÇ¿¡ À־ È¿°úÀûÀÎ ±³¼ö¹æ¹ýÀÓÀ» ¹ß°ßÇÒ ¼ö ÀÖ¾ú´Ù.
µû¶ó¼­, TAI Çùµ¿ÇнÀÀº ÇнÀºÎÁø¾ÆÀÇ Çо÷¼ºÃë¿Í
ÇнÀŵµ¸¦ Çâ»ó½ÃÅ°´Â È¿°úÀûÀÎ ±³¼ö¹æ¹ýÀ̶ó°í ÇÒ ¼ö ÀÖ´Ù. µû¶ó¼­ ÇнÀºÎÁø¾Æ¿¡°Ô TAI Çùµ¿ÇнÀÀ» Àû¿ëÇÏ¿© À̵éÀÇ Çо÷¼ºÃë ¹× ÇнÀŵµ¸¦ ±àÁ¤ÀûÀÎ ¹æÇâÀ¸·Î °³¼±ÇÒ ÇÊ¿ä°¡ ÀÖ´Ù.

The purpose of this research
were to identify the effect of Team Assisted Individualization(TAI) on underachiever\'s academic achievement and learning attitudes. To achieve the objective, the following research question were stated.

1. There were significant di
fference in the effect on underachiever\'s academic achievement between TAI model and lecture-centered instruction?
2. There were significant di
fference in the effect on underachiever\'s learning attitudes between TAI model and lecture-centered instruction?

To solve above research que
stion, the subject of this study were 20 fifth-grade underachiever selected from two classes 82 of elementary school. The subject classified into two group. In this study, the experimental group were participated in TAI model and comparison group were participated lecture-centered instruction. Experimental period were 8 weeks. Each Experiment participated with underachiever and normal students. After the experimental treatment, underachiever\'s academic achievement and learning attitudes post-test. And the result of the post-test were analyzed by t-test, MANOVA.
The results of this study w
ere as follows. First, academic achievement through TAI method was significantly higher than those learning through lecture-centered instruction. Second, learning attitude through TAI method was significantly higher than those learning through lecture-centered instruction. A self-confidence, success-expect, attention, affection as subordinate variables of learning attitude was significantly higher than those learning through lecture-centered instruction.
In conclusion, TAI effect o
n underachiever\'s academic achievement and learning attitudes.   (ÀÌÇÏ »ý·«)

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