파이널 발표 Pdf

A day inA day inA day inA day inKindergartenKindergartenKindergartenKindergarten

뭉게뭉게또자뭉게뭉게또자뭉게뭉게또자뭉게뭉게또자KIM KIM KIM KIM JieunJieunJieunJieun, SUH , SUH , SUH , SUH HeerimHeerimHeerimHeerim, SHIM , SHIM , SHIM , SHIM KyeonjiKyeonjiKyeonjiKyeonji, , , ,

LEE LEE LEE LEE HojeongHojeongHojeongHojeong, CHUN , CHUN , CHUN , CHUN HyeyoungHyeyoungHyeyoungHyeyoung, CHOI , CHOI , CHOI , CHOI YejeeYejeeYejeeYejee

KindergartenKindergartenKindergartenKindergarten

1

CONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTS

1. Overall Explanation

2. Comparative Organizer2. Comparative Organizer

3. Design Plan

4. Final Message

2

OVERALLOVERALLOVERALLOVERALLEXPLANATIONEXPLANATIONEXPLANATIONEXPLANATION

Part1

EXPLANATIONEXPLANATIONEXPLANATIONEXPLANATION

3

A day inA day inA day inA day in

OVERALL

1stREADING

2ndMATHEMATICS

Three menThree menThree menThree men

who saved who saved who saved who saved a princessa princessa princessa princess

Vygotsky

A day inA day inA day inA day inKindergartenKindergartenKindergartenKindergartenWith learning With learning With learning With learning

theoriestheoriestheoriestheories

READING MATHEMATICS

3rdMUSIC

LUNCH TIME

뭉게뭉게 또자사 Bandura Piaget4

ComparativeComparativeComparativeComparativeOrganizerOrganizerOrganizerOrganizer

Part2

OrganizerOrganizerOrganizerOrganizer

5

FORMAT

Three menThree menThree menThree men

who saved who saved who saved who saved a princessa princessa princessa princess

Fairy-tale

1.Core information

2.Limitation

뭉게뭉게 또자사

6

2.Limitation

Of three theories

THEORIES

Skinner Gagne Vygotsky

7

1st1st1st1stREADINGREADINGREADINGREADING

2nd MATHEMATICS

ComparativeOrganizer

3rdMUSIC

LUNCH TIME

8

9

10

11

SKINNER

12

1. Lack of identifying the princess’s

internal mental state of mind.

13

2. The lack of interaction between the princess and Skinner.

14

3. The learner could not develop a high level of problem solving.

15

16

Still, teacher-oriented method.

The knowledge presented was considered absolute and critical.

17

18

19

20

DESIGNDESIGNDESIGNDESIGNPLANPLANPLANPLAN

Part3

PLANPLANPLANPLAN

21

1stREADING

2nd MATHEMATICSMATHEMATICSMATHEMATICSMATHEMATICS

Vygotsky

DesignPlan

3rd3rd3rd3rdMUSICMUSICMUSICMUSIC

LUNCH LUNCH LUNCH LUNCH TIMETIMETIMETIME

Bandura Piaget22

MATH CLASS

23

MUSICCLASS

24

LUNCHTIME

25

Video Clip

26

FINALFINALFINALFINALMESSAGEMESSAGEMESSAGEMESSAGE

Part4

MESSAGEMESSAGEMESSAGEMESSAGE

27

FINALMESSAGE

• Integration of the three learning theories - behaviorism, congnitivism, and constructivism

• Helpful in understanding and reorganizing the theories

One One One One

Kindergarten Kindergarten Kindergarten Kindergarten

DayDayDayDay

BehaviorismBehaviorismBehaviorismBehaviorism

CognitivismCognitivismCognitivismCognitivism

ConstructivismConstructivismConstructivismConstructivism

28

Q & AQ & AQ & AQ & AQ & AQ & AQ & AQ & A

29

Thank YouThank YouThank YouThank YouThank YouThank YouThank YouThank You

30