고등학교 사회과 토론수업에 관한 질적 연구

• 영문명: A Qualitative Study on the Discussion Instruction in the Social Studies of High School
• 발행기관: 공주대학교 교육연구소
• 저자명: 최형규(Choi Hyeong Kyu)
• 간행물 정보: 『교육연구』제19집, 247~274쪽, 전체 28쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.02.28

국문 초록

본 연구는 인문계 고등학교 1, 2학년 학생들을 대상으로 사회과 수업에서의 토론수업을 참여 관찰하여 학생들의 수업 참여와 교사의 수업 통제를 심층적으로 이해하는 연구이다. 연구자는 2004년 3월부터 9개월간 참여관찰과 심층 면담, 기타 자료의 분석 과정을 반복하는 문화기술적인 연구를 진행하였다. 본 연구의 결론을 요약하면 다음과 같다. 첫째, 토론수업에서 학생참여는 문화적 요소와 개인적 요소의 결합에 의해 결정된다. 문화적 맥락에서는 입시라는 현실과 우리나라의 전통적인 문화, 관습에 의해 영향을 받는 것으로 보인다. 개인적 관점에서 보면 학생들은 개인의 외향적, 내향적으로 구분되는 성격과 감정적 요소가 크게 작용하며 여기에 학교 성적 또한 일부 요소로 작용하고 있다. 둘째, 토론수업의 통제는 소극적이면서도 절차적이고 긍정적인 방법을 통해 이루어지고 있다. 교사는 강의식 수업과는 다르게 상당히 소극적인 통제를 하는데 문제점을 바로 지적하지 않고 시차를 두고 지적하는 경우가 많다. 이는 학생들의 토론 참여를 높이기 위한 수단으로 교사의 개입을 최소한으로 하고 학생들 스스로 통제할 수 있도록 유도한다는 의미를 갖는다.

영문 초록

This study is to find out what teachers and students thought of discussion instruction in the social studies of high school freshmen and juniors. I have studied the above topic repeatedly through depth interview, which involved observation, data analysis for 9months since March, 2004. The results are as follows; (1) Whether instructors succeed in inducing the students’s participation depends on how efficiently they combine cultural factors and personal factors when they design a class, with regard to cultural factors, students seem to be affected by University entrance exam, traditional culture and custom. in terms with personal factors, students are controlled by their characters(introvert or extrovert), emotion state and test score. (2) The control of discussion class is obtained by passive and systematic approaches. for example, when a instructor find out a problem, he or she doesn’t point out the error right away and wait sometime. That means the class is led not by instructor’s control but by students’ self-autonomy. (3) One positive aspect of discussion class is that students consider this kind of class as an outlet releasing students’ personal desire to set students themselves free from the fetters, that is, university entrance exam. there are some advantages in discussion classes. most of students have their chances to present their opinion in public and enjoy discussion classes. therefore they try to identify themselves through the classes. The other positive point of discussion class is that students can express their own voice relatively openly compared to other types of classes. More and more students, who were interested in an oral and essay test carried in some major Universities, have thought of discussion class as positive opportunity to prepare those tests even though there are also disadvantages which don’t meet various students’ personality needs. (4) The negative opinion of discussion class comes from concerns about those who rarely participate in the class due to their introvert character and those who think this debate class is not very helpful to University entrance exam. With the above result, I tried to propose some alternatives that will be able to encourage students’ participation in the social studies discussion class of High school. The alternatives are as follows; (1) We should try to convert the passive and closed culture of class into the active and open culture to promote students’ participation in discussion class. We also should develop various methods according to different personalities of leaners. (2) To activate discussion class, we need various kinds of motives. For example, It is necessary that we struggle to find out what the essence of Education is and to build a better entrance exam system. (3) Teacher should use more open and positive controls than oppressive and negative control in the discussion class. Only by respecting students’ personalities, making open conditions to activate discussion class, we can induce students to take discussion class as one of the natural education courses.

목차

국문요약

I. 서론

II. 선행연구의 고찰

III. 연구방법 및 절차

IV. 연구결과 및 논의

V. 결론 및 제언

참고문헌

ABSTRACT

키워드

사회과 수업 토론 수업 수업 참여 수업 통계