테크놀로지를 활용한 영재 교수-학습에서 ‘공동학습자’로서의 교사 역할

• 영문명: The Role of Teacher as ‘Learning-mate’ in Gifted Education using Technology
• 발행기관: 한국영재교육학회
• 저자명: 장인옥(Chang, Inhee)
• 간행물 정보: 『영재와 영재교육』제12권 제3호, 117~134쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.12.31

국문 초록

본 연구에서는 영재 교육에서 테크놀로지를 활용한 프로젝트 학습이 성공적으로 이루어지기 위해 강조되어야 하는 새로운 교사 역할에 대해 논의하고자 한다. 테크놀로지를 활용한 프로젝트 학습에서는 일반적으로 테크놀로지 학습 환경에서 강조되고 있는 촉진자, 중재자로서의 교사 역할을 넘어서서 학습 과제를 구성하고, 해결하고, 수정하는 일련의 문제 해결 과정에 영재 학생들과 동등한 학습 권한을 가지고 참여하는 ‘공동 학습자’의 역할이 중요함을 알 수 있었다. 본 연구는 초등 수학 영재 학생 4명을 대상으로 LOGO를 이용한 프로젝트 학습 과정을 관찰하고 분석한 것이다. 본 연구를 통해 ‘공동 학습자’라는 교사 역할이 영재 학생들에게 교사와 동등한 학습 권한을 부여함으로써 영재 학생들이 학습에 대한 강한 책임감을 가지고 자기 주도적인 발견적, 탐구식 학습에 매우 효과적이었음을 알 수 있었다.

영문 초록

The objective of this research is to define how the role of the teacher influences the mathematically gifted students’ learning in the process of LOGO project learning . For this paper, we performed three different methods of study - exploratory, heuristic and qualitative – with four mathematically gifted elementary students while observing and analysing the process of LOGO programming. The conclusion of this study is that the teacher became a “learning-mate.” The teacher’s role is not only to support, motivate, and challenge the students but also to “learn” the LOGO project learning that the students designed. Students generally rely on teachers to help them during the problem solving. However the subject matter (students) of this research realized that the teacher could also be in the same position as the students solving the problem. As a result, the students realized that they had to find their own ways to solve the problems. Therefore the teachers acting as a “learning-mate” in the class gave the students a great deal of responsibility and motivation to solve the problems on their own. The role of teacher As A “Learning-Mate” As the students learning how to use the LOGO program for the first time, the teacher’s main role is to support, motivate, and challenge the students as like in the general teaching practices. However after the students finally acquire knowledge of the LOGO programming, the new role of the teacher is to become the “learnng-mate”, thus it plays a critical role in part developing the students. The four students in this study used four different methods to design the same geometrical figures using the LOGO program. When the errors were detected, there was more than one solution to the problem. The teacher then could not solve these problems the way which the teacher know show because there is more than one way to solve the problems. As the students, the teacher was in the same position as the learner. The teacher’s role now then becomes the student partner instead of conventional teacher. The new role of teacher as the “learning–mate”gave the students another dimension to solve the problems thus making the students highly motivated and responsible to eventually succeed on their own.

목차

〈요약〉

Ⅰ. 들어가며

Ⅱ. 영재교육과 테크놀로지 학습 환경

Ⅲ. 영재 교육과 프로젝트 학습

Ⅳ. 연구 방법

Ⅴ. 결과 분석

Ⅵ. 논의 및 결론

참고문헌

Abstract

키워드

교사의 역할 프로젝트 학습 테크놀로지 학습 환경 Teacher's role Project learning Technology learning environment