This study aimed at preventing and improving the problem called class disintegration or school disintegration. To this end, the study focused on teachers and students who directly participated in class and presented suggestions to arouse 'class motiva...
This study aimed at preventing and improving the problem called class disintegration or school disintegration. To this end, the study focused on teachers and students who directly participated in class and presented suggestions to arouse 'class motivation' in Korean classical novel class of Korean language course.
'Class motivation' not only arouses students' interest, leading them to concentrate on the class at its beginning but also helps them to concentrate on it throughout the entire class. It is ceaselessly provoked by the teacher. When 'class motivation' is aroused, the problem called class disintegration or school disintegration is improved and even positive perceptions of the teacher and the school can be formed. Therefore, setting the new concept of 'class motivation' has a significant value. In addition, existing studies on arousing motivation in Korean language course have largely suggested ways to trigger learning motivation at the beginning of class or applied teaching-learning models to effectively acquire educational learning achievement in a certain work. This study is starkly different from those studies in that it focused on arousing interest in the class itself.
The sub-factors composing 'class motivation' were set based on John M. Keller's ARCS Model of Motivational Design. It was thought that if students' ‘Attention’, ‘Relevance’, ‘Confidence’, and ‘Satisfaction' are acquired, their 'class motivation' can be elicited. Therefore, this study suggested ways to acquire 'ARCS' from students, and thus arousing their class motivation in classes on <Honggildong-jeon>, <Tokki-jeon>, and <Yangban-jeon>.