지리수업의 내용조직 방법에 대한 연구

Abstract

The purpose of the study is to develop a method of the instructional design in geography education. Every school teacher has to organize the subject matter contents which they plan to teach. But most of teachers do not know how to structure the contents; what to prepare for the lecture. This study is to elaborate the procedure of analyzing and reorganizing the contents of the subject matter in geography. At first, teachers need to identify key questions and sub-sets of related questions in order to arrange and plan lessons or learning activities. The identification of a number of specific questions is necessary to provide guidelines for ordering and selecting the contents. Teachers then have to make the links between questions and answers clear in the planning. Indeed, the links which are not made clear hinder the creation and development of learning hooks for students to hang new knowledge on. New learning needs to be related to the old. Knowledge and understanding are incomplete when the generalized answers are presented to learners alone or in bulk. There can be no real understanding unless the answers can be directly related to the questions. The separation of key questions and answers deprives students of a source for structuring their learning materials and cognitive activities. Teachers, while preparing how to present the answers, need to identify a series of questions, concepts, generalizing logics, and related geographical facts, and to develop the connection between them. Learning hundreds of geographical statements is likely to place potentially meaningful materials in danger of being learned by rote. Students are apt to fail to understand the statements of geographical texts and content what teachers talk about because they can not interpret the meaning of the statements in passage. So teachers have to show the links between statements, and must explain their contexts. In this study, I develop simple models of the concept chains and the structure of statements linkage, and a method of making the visual materials which are necessary to help students understand more easily. By using these models, teachers can design their instructional activities more efficiently and increase students understanding the content of subject matter.