The research on reading existing masterpieces was initiated with a sense of problem about the division and disconnection of text, thereby promoting innovation in Korean language classes. However, the field is still in a dilemma over how to link the textbook with the whole work. Therefore, this researcher proposes 'Whole Work Reading Class using textbooks' to find alternatives in the dichotomy of romantic Korean language education, which requires only textbook-oriented Korean language education and full-length works to be dealt with. The study was conducted on fourth graders of Cheongju ‘S Elementary School’ for two years. This researcher and the academic community designed the curriculum and described the one-performance course in executing the course through the implementation of the class. The purpose of this course was to gain insight into the educational meaning of the course through the textbook developed. This ensures teachers' autonomy by linking and converging the curriculum, textbooks and masterpieces. And it is an attempt by a teacher to grow up as a developer and expert in the curriculum, and at the same time, to focus on the individual growth of students. Therefore, the whole work reading class through the textbook took advantage of the textbook and presented intact text, and all teachers sought sustainable classes. In addition, it was intended to present a new model of a virtuous cycle of curriculum, classes, and evaluation by considering the suitability of the evaluation.
The competence and expertise of pre-service teachers can be developed through a variety of classroom-related experiences. In this study, a pre-service teacher analyzes and reflects on “action research”, which is the process of improving teaching methods and developing expertise through self-study; this paper is based on an educational practicum conducted over a one-month period(April 2018-May 2018) with three classes of 24 third graders in C elementary school. The action research comprised a cycle of Plan, Act, and Reflect I, and Reflect II. The results of the study were described in an action research format, outlining the process over a three-hour series of science classes. By analyzing the classes through a self-study method, the factors that influenced each class were identified. This approach revealed that the researcher, who is a pre-service teacher, experienced the process of reflection from various perspectives. Moreover, the action research and self-study that she conducted together another researcher helped improve the quality of the classes and increased her confidence. These results suggest that participation in class-based self-study or action research in the pre-service teacher training can help develop teachers’ competence and expertise. This has implications for pre-service education in relation to the issues and challenges that teachers experience during their classes, as well as the solutions they come up with.
In elementary school, transformation of plane figures aims to cultivate a sense of space. Sliding, flipping, and rotating are the contents of plane figure transformations in elementary school curriculum. The purpose of this study was to elaborately investigate elementary school students' understanding of the transformation of plane figures. For this, the following research question had been set up: 1) Are there any differences in understanding the three kinds of transformations (sliding, flipping, rotating) according to objects and elements of transformation?; 2) What are the difficulties that elementary school students face when transforming plane figures? To find the answers to these questions, sixty items were developed and the tests were conducted with 427 3rd to 5th graders from 6 schools. The analysis results were as follows. Students in the 3rd to 5th graders showed a high level of overall understanding of the transformation of plane figures. Students’ degree of understanding was high in the order of sliding, flipping, and rotating. Excluding the sliding transformation, the degree of understanding of the transformation was found to be maintained or increased after learning. Compared to the sliding and flipping transformations, the rotating transformation ranked the lowest in students' understanding of the object and element at hand being transformed as it was found that the 3rd to 5th graders had an incomplete understanding of the rotating transformation. Based on these results, some ideas were proposed to improve teaching methods as well as future studies on the topic.