음악과와 미술과 교사의 개별화 수업에 관한 인식 비교

초록

The purpose of this study was to compare music and art teachers' perceptions aboutdifferentiated instruction. The questionnaire was categorized according to the factors ofinstruction, teachers, and learners. The participants in this survey consisted of a total of 304elementary and middle school teachers in music and art on a national scale. Based on thesurvey results, the conclusions were as follows: First, the music teachers and art teachersshowed differences in their perspectives of the value of instruction, types of instruction,teaching methods, and priority of assessment and evaluation. Second, about half of the musicand art teachers recognized differentiated instruction(DI). Music teachers indicated moreinterest in the workshops related to differentiated instruction than art teachers. Both musicand art teachers fully recognized differences in their students' musical or artistic abilities. Theteachers believed that such differences were reflected in how they prepared for theinstructions, applied differentiated teaching and learning materials to their instructions, andcreated detailed evaluation criteria.

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