Art is a very valuable cultural asset that presents the image and zeitgeist of the time. It has been highly appreciated as a material that records and passes down information to the next generation. Traditional art should be a crucial part of formal e... Art is a very valuable cultural asset that presents the image and zeitgeist of the time. It has been highly appreciated as a material that records and passes down information to the next generation. Traditional art should be a crucial part of formal education as it reflects our perception of formative arts, aesthetic sense, values, and wisdom(quoted from the 2005 by Seong-do Lee and others). However, there is a gap between this ideal and what is being implemented at school. Textbooks based on the 2009 educational reform lack specific content regarding traditional art and ways to study. Also, textbooks fail to teach students how to "present" their opinions and how to "appreciate" art. Traditional art reflects the culture and society of the specific time period. Thus we need to understand history and the context. From the cognitive psychological aspect, understanding can be achieved only when the learner studies spontaneously. Autodidacticism or self-education (also self-learning and self-teaching) is key to perfect understanding. To practice Autodidacticism, a PBL(PBL: Problem Based Learning) model is effective for improving the learner's capability by gaining deep understanding and conducting spontaneous and self-directed learning. The PBL model is a self-directed teaching model and is helpful for enhancing cognitive ability and problem-solving capability in real life. Thus, the subject of this research was selected as "making of the promotion material about Koryo celedon" and the PBL model was applied to develop a teaching and learning program. This development and application of the program was based on the assumption that learners could build better motivation and show higher academic achievement in studying traditional art. This study looked at the possibility of applying the PBL model in the middle school in the theoretical approach based on the PBL model, motivation, achievement, and understanding of traditional art of middle school students. Theoretical reviews suggested the necessity of self-directed learning. The purpose of the study was to analyze how the PBL model affects 3rd year junior school students' academic achievement and learning motivation. The study involved 60 students of two classes from S middle school located in Ulju-gun, Ulsan-city. 31 students in the experimental group attended the PBL model class while the other 29 students in the control group attended the traditional class which is a educator-centered teaching program. For verification of two groups' similarities, a test was conducted to check motivation and achievement levels in advance, and the same test was conducted again after the experiment. The questionnaire to check motivation referred to Eun-jin Choi(2014)'s form and went through revision and supplementation. A written test was used to measure academic achievement of students. The questions were about Koryo celadon, based on textbooks, Academic Motivation Scale (AMS)test of Cho(2014), A Study on Guidance of Understanding about Koryo Celadon by Jae-man Ryu(2003) on Celadon understanding and teaching, reviewed and modified by teachers. To prove the effectiveness of the experimental study, the results of each group's pre/post-test on learning motivation and academic achievement were analyzed by SPSS (Statistical Package for the Social Science) Ver. 21.0 statistical package program. The qualitative analysis was used to process the data regarding effects of the learner's self-evaluation, group evaluation, class satisfaction, practice results, and activities. The results of the study are as below. First, PBL model pedagogic was effective in improving academic motivation for 3rd grade middle school students. Based on the analysis of data to find out the amount of increase in academic motivation, two groups showed an increase in motivation. However, despite the higher motivation of the control group shown in the pretest, experimental group showed higher scores in the post-test. This proves that the PBL model is efficient in improving academic achievement. Second, the experimental group that attended PBL model-applied teaching and learning program acquired more correct answers than the other group. In the measurement of academic achievement, the standardized score ((raw score - average) / standard deviation) was used to adjust differences in the difficulty of the pre- and post- evaluation. As a result of the statistical analysis, the control group, which attended ordinary class showed a decrease in academic achievement. Therefore, the learning program developed in this study was proved to be effective in improving the academic achievement of the 3rd-year middle school students. Third, the experimental group showed better performance compared to the control group in problem-solving capabilities, understanding of the subject, and the ability to complete the promotion material by qualitatively evaluating the practice results and activities s. Especially the experimental group showed better achievement levels by looking at the evaluation items of practice results by achievement levels. Fourth, the experimental group was satisfactory about the learning and teaching program of this study, applying the PBL model that values diverse evaluation methods and conducts self-evaluation, group evaluation, and class satisfaction evaluation etc. Also, the experimental group was positive in self-directed learning, academic understanding, spontaneous participation, and interest about the class etc. Also, by observing the class, students were more engaged in the class conducted by this study compared to the ordinary classes and they were more willing to cooperate and participate in the class. In conclusion, this study suggests that art class using the PBL model influenced academic motivation and achievement of 3rd grade middle school students. Moreover, this model improved participation in the overall course and helped to achieve better results. It is significant that this study proved the art class using the PBL model is effective in improving learning motivation and academic achievement of middle school students. It is hoped and expected that the teaching and learning program of this study would be helpful for traditional art classes and development of diverse and high-quality learning and teaching programs in the future. ，韩语论文网站，韩语论文范文 |
