고등학교 기하 수업의 교수⋅학습 자료 개발

Abstract

Objectives The purpose of this study is to develop and apply teaching and learning materials for geometry class using process-centered assessment and to explore ways to implement process-centered assessment in high school classes. Methods Teaching and learning materials for geometry class using process-centered assessment were designed based on previous research on process-centered assessment and analysis of curriculum competencies according to the steps of the ADDIE model. In addition, the materials were developed for the entire scope of geometry so that they can be continuously assessed in all class periods, not as a one-time assessment after class. It was applied to 96 students in the third grade of E High School in Seoul, Korea, and the developed materials were evaluated through student evaluations, surveys, and interviews. Results The teaching and learning materials for the geometry class were designed considering the three conditions (task, interaction, and feedback) for implementing process-centered assessment, and a total of 30 process-centered assessments were developed. A total of 30 process-oriented assessments were developed, and a method for feedback on the results of process-oriented assessments was presented. Conclusions Through the process-centered assessment designed considering achievement standards and problem-solving capabilities, teachers were able to observe students' learning process and status, and students responded positively to problem-solving. In addition, interaction and feedback were actively carried out, which was effective in improving classroom atmosphere.