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본 연구는 중학교 세계지리 학습의 동기유발 방안을 연구하였는데 연구방향은 동기설계의 체계적 과정을 포함하여 소개하고 있는 ARCS이론과, 학습에 있어서 동기유발 이론과 관련된 문헌에 근거하여 세계지리 단원에 대한 학습자의 사전 개념(일상적 개념)을 알아보고 세계지리 단원의 교수-학습방법상 중학교 1학년에서 꼭 가르쳐야 할 지리적 개념을 일상적 개념에서 시작하여 지리적 개념으로 위계적 체계를 이룰 수 있도록 ‘동기유발 학습지’를 구안·적용하여 학습 동기를 유발 시키는데 있다. 연구 결과는 동기유발 학습지를 적용·수업한 실험반은 비교반에 비해 동기유발요소인 주의, 자신감, 관련성, 만족감이 높게 나타났고, 학업성취 결과도 높게 나타나 학습동기가 유발되었음을 알 수 있고, 이 연구를 바탕으로 많은 동기유발 방안이 연구되었음 하는 바램이다.


This study is to examine motivation plans for a world geography that the 1st grade students of a middle school have had difficulty in learning. It is to examine a motivation study book that allows to make students understood systemic, not-interest-based, geographical concepts in teaching-learning activities, one of internal motivation factors. It is taught using a motivation study book. As a result of a questionnaire survey to find pre- and post-learning motivation measurement, experimental group has the most significant change in confidence than comparative group does, with higher results in achievements. This study was to attempt to apply a new study book to a geography education as motivation plans. Conclusively, although it was found to be motivated, it is required more studies on strategy for more concrete and analytical learning motivation and maintenance by teaching program designers. Based on the above, even though it is limited to inaccurate and unanalytical data, this study has a significant meaning that it is the first to examine motivation plans that must be introduced to a geography by a geography teacher, that it analyzes the conditions of motivations in the site, and that it suggests clues to new and more successful motivation studies in the future.