English immersion education in the method of study that teaching text knowledge of other subject except English in English, then learners can learn English with the contents of the subject naturally in the countries where nobody uses English as a nati...
English immersion education in the method of study that teaching text knowledge of other subject except English in English, then learners can learn English with the contents of the subject naturally in the countries where nobody uses English as a native language. From the start of English immersion education policy for public educations by Lee Myung-bak presidential transition committee at 2008, concerns on English immersion has been risen, but educational reality of our country is not backing up it. Even though textbooks are taking charge of important roles in school educations, educational actuality of ours is not preparing textbooks for English immersion education well.
Thus a developing the mathematics textbook of middle-school for English immersion education has to be preceded to establish an English immersion environment. For this reason I choose the problems of study as follows.
1. How to develop mathematics textbooks for English immersion educations on linear equations unit of the second grade at middle school through certain processes?
2. What are responses of students when carrying out bilingual classes objecting to A group (Korean language lesson after English class) and B group (English lesson after Korean language class) by using mathematics textbooks for English immersion educations at developed linear equations unit in the second grade of middle school?
In order to solve research issue 1, this study looked into common points by comparing and analyzing Mathematic in English 2 as mathematics textbook for English immersion educations having been used in several international middle schools in our country together with general mathematics textbooks that have been used in Korea now and Mathematics in Context that was mathematics textbook in the US. Based on textbook’s components deduced commonly, the study developed a mathematics textbook for English immersion textbook. For revising and supplementing the developed textbook, this study judged that revisions were required in viewpoints of scopes in mathematic subject and English by considering mathematics textbook for English immersion. By requesting to 2 mathematics teachers having experiences of textbooks and materials, 1 English teacher, 1 expert on English textbook developments, this study got analyses and evaluations on the developed textbook. ‘The Project 2061’ was used to the analytical framework for mathematics textbook, and ‘evaluation model research on English textbook’ to the framework for English textbook. This study judged that opinions of students were important because the textbook was used by students above all, so got students’ opinions on the developed textbook after executing classes by using the developed textbook. By reflecting analyses and evaluations of mathematics teacher, English teacher, and developing experts on English textbooks, the study revised and supplemented the developed textbook. This study judged that opinions of students were important because the textbook was used by students above all, so got students’ opinions on the developed textbook after executing classes by using the developed textbook. By reflecting analyses and evaluations of mathematics teacher, English teacher, and developing experts on English textbooks, the study revised and supplemented the developed textbook.
In order to solve research issue 2, I divided 14 students into two groups and taught each group. Group A took a class in English and then took a class in Korean. On the country to this, group B took a class in Korean and then took a class in English.
After the classes, students participated in survey and expressed their idea about the instruction and the textbook.
The result of research issue 1 are listed as follows. Generally configurations of general textbooks and Mathematic in English-2 were similar, but contents of general textbooks in Korea were consisted by more considering learners. On the other hand, the textbook ‘Mathematics in Context’ made a cornerstone that could lay corresponding concepts firmly while students’ background knowledge and intuitive one were connected so that it could be approached easily with mathematics concepts owing to provisions of various context questions.
The result of research issue 2 are listed as follows. Response of students was compressed to ‘concerns on learning’ among affective characteristics and ‘learning achievements and its difficulties’ among cognitive characteristics. In the responses displaying affective characteristics, majority responses showed interests in English immersion classes. And learning achievements and its difficulties were divulged to responses displaying cognitive characteristics, and most responses of learning achievements were like ‘It’s good because mathematics and English can be learnt at the same time.’ In contrast, most responses on learning difficulties were like ‘If English words or English are not familiar to, it is difficult to study mathematics.’
With these results, we can conclude as follows. In the first, while proceeding developments on mathematics textbooks for English immersion educations, a special institution that produces and develops mathematics textbooks for English immersion educations is necessary. This study was performed by passing through a lot of steps such as analyses, developments, revision, supplement etc. Though more developments of textbook’s configuration and contents were developed as much as steps were repeated, high specialty, time, and efforts together with further developers and evaluators are required so as to pursue a little more completeness. Second, as English learning status in our country is EFL (English as a Foreign Language), it is not considering specific situations of learners in case of applying the nation’s textbook learning from ESL situations or learning English as the first language. Responses of students who attended English immersion classes showed opinions such like they felt interesting to English immersion educations very much even though its situations were unfamiliar, so methods of being able to enhance interesting on learning have to be demanded strongly. It is related to listing relevant games in mathematics textbooks using English or selecting textbook materials that could attract interests of students.
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