교육인류학의 수업 이해 과정과 그 의의에 관한 질적 사례 기술 연구

서근원 한국교육인류학회 2011 교육인류학연구 Vol.14 No.1

The purpose of this paper is to suggest another way to improve the classroom lessons in Korea. Lately, the Korean government has been trying to improve classroom lessons by implementing teacher's ability improvement measurements including classroom lesson ability measurements. But this produces many negative side effects such as the credibility issues of the result of the measurements and conflicts among teachers. To solve this problem we should look for alternative ways, especially in classroom lesson observation method. The observation methods to classroom lesson known to us in general have observer watch classroom lesson from his or her own viewpoint within pre-determined categories. Above all, most of the observation methods do not let the observer see the student's experiences in classroom lessons. So, there is the possibility of misunderstanding and missed prescription for classroom lessons. Checklist observation method used in the classroom lesson ability measurement is a typical case of such a problem. "Classroom lesson understanding of anthropology of education" is a classroom lesson observation method to overcome this problem. This method enables the observer to look into the pupil's experience in a classroom lesson from a pupil's viewpoint, and converts his or her viewpoint applied to see a classroom lesson from teacher's to pupil's. And this method help the teacher-observer reflect his or her classroom lesson, and develop the ability to find out the proper way to improve his or her classroom lesson by himself of herself. Through this process, the method can spark conversation among teachers, and transform the culture of silence into culture of conversation in Korean schools. 본 연구는 현재 우리나라 학교에서 일반적으로 사용되고 있는 수업 관찰 방법의 문제점을 해결하고, 수업의 근본적인 개선을 모색하기 위한 대안적인 방안으로서 교육인류학의 수업 이해가 어떤 과정으로 이루어지고 그것은 어떤 의의가 있으며, 앞으로 어떤 과제를 해결해야 하는지를 구체적인 사례를 통해서 알아보기 위한 것이다. 기존의 수업 관찰 방법은 대체로 관찰자의 관점에 의해서 사전에 만들어진 범주에 따라서 이루어짐으로써 수업을 충실히 이해하는 데 제약이 있을 뿐만 아니라, 제한된 이해를 결과로 이루어지는 수업 개선의 노력에도 실효를 거두는 데 한계가 있었다. 이런 문제를 해결하기 위해서 질적인 수업 관찰방법이 모색되기도 하지만, 수업에 참여하는 학생의 관점을 고려하는 데는 한계가 있었다. 이런 문제를 해결하기 위해서 등장한 것이 교육인류학의 수업 이해다. 이 방법은 관찰자로 하여금 수업을 학생의 관점에서 이해하도록 함으로써 수업을 바라보는 관점을 근본적으로 전환시키고, 교사로 하여금 그러한 전환된 관점에서 자신의 수업을 성찰하고, 학생에게 적합한 수업의 방법을 스스로 모색해 갈 수 있는 역량을 형성한다. 또한 그 과정에서 교사들 사이의 대화를 활성화함으로써 학교의 문화를 전환해간다.

대학 교양체육 수업의 재미와 걱정거리, 수업만족, 운동지속의사와 관계분석

이지은(Lee, Je-Eun),김공(Kim, Kong) 한국체육과학회 2013 한국체육과학회지 Vol.22 No.4

This study analyzes the relationship between Interest and worry in lessons, satisfaction with lessons, and the intention in athletics continuity. First, physical, psychological effectiveness of interest factor had a positive effect on lesson operation, lesson instruction, and health life of satisfaction with lesson, and sociality cultivation and accomplishment experience of interest factor had a positive effect on lesson circumstances of satisfaction with lesson. The worry of subjects and the worry of lesson method, pertaining to worry, had a negative effect on lesson operation of satisfaction with lessons, the worry of lesson method, pertaining to worry, had a negative effect on lesson instruction and health life of satisfaction with lesson, and the worry of lesson circumstances and the worry of lesson facility, pertaining to worry, had a negative effect on lesson circumstances of satisfaction with lessons. Second, physical, psychological effectiveness of interest factor had a positive effect on the intention on athletics continuity, and the worry of subjects and the worry of lesson method, pertaining to worry, had a negative effect on athletics continuity. Third, lesson operation, health life of satisfaction with lesson had a positive effect on the intention of athletics continuity.

초등학교 초임 교사와 경력 교사의 다학문적 통합과학 수업 사례 분석

이유미 ( Yu Mi Lee ),손연아 ( Yeon A Son ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.4

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers` checklists, reports of inspection classes, teachers` self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students` integrated .thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

도자공예 수업에 대한 초등학교 교사의 인식 연구

이규혁 한국기초조형학회 2024 기초조형학연구 Vol.25 No.4

in state-run elementary schools, ceramics lessons are generally conducted by homeroom teachers. For the standardization and qualitative enhancement of ceramics lessons, which rely heavily on the capabilities of the homeroom teachers, exploring their perceptions of ceramics education is crucial. This research aims to examine the methods elementary teachers use to implement ceramics lessons, detailing their experiences, the challenges they encounter, and the support they require. The research questions addressed include: How do elementary teachers integrate ceramics lessons with art textbooks, and what motivates their specific approaches? What challenges are encountered during the structuring of ceramics lessons? What kind of support is necessary for structuring these lessons? To investigate these questions, a frequency analysis was performed using SPSS 25.0 software, and chi-square tests were utilized to examine correlations among variables such as gender and teaching experience. The findings indicate that ceramics lessons occur fewer than four times per semester. Often, these sessions conclude at the stages of molding or decorating, without progressing to firing, typically under the guidance of teachers who lack specialized training in ceramics. Students have rated ceramics lessons positively, valuing the opportunity for individual expression. Teachers recognize the benefits of ceramics lessons in enhancing students’ observational skills, creativity, imagination, and cognitive abilities. Many teachers report difficulties in organizing ceramics lessons and stress the need for dedicated ceramics instructors and specialized training programs. This study highlights the perceptions of homeroom teachers who are responsible for ceramics lessons in elementary art education and identifies the urgent need for supportive measures.

수학수업분석에 기초한 컨설팅 경험이 예비유아교사의 수학교수효능감에 미치는 영향

안부금 ( Bu Geum An ) 한국유아교육학회 2015 유아교육연구 Vol.35 No.5

The purpose of the present study was to investigate in depth whether or not consultation experience based on the analysis of mathematics lessons positivelyaffects the mathematics-teaching efficacy of pre-service early childhood teachers, and the detailed contents of its positive effects. To this end, analytic frameworks for mathematics lessons were developed by dividing them into planning and implementing and based on these, a total of six lesson consultations during one semester were carried out with 25 pre-service teachers. Data collection and analyses were performedwith quantitatively and qualitatively integrated analyses focusing on the test data of mathematics-teaching efficacy, in-depth interviews on lesson consultation, and reflective journal writing materials. The results showed that the consultation experience based on the mathematics lesson analysis had positive effects on the mathematics-teaching efficacy of the pre-service early childhood teachers. The details included selection of mathematics activities appropriate for the children and having interest in the goals and contents of the mathematics lessons in the aspect of preparing lesson plans, and activation of prior knowledge and utilization of appropriate motivational strategy for the lesson goal in the aspect of performing the lesson. To improve mathematics-teaching efficacy of pre-service early childhood teachers, utilization of lesson analysis frameworks that allow the pre-service teachers to self-examine and systematically check their own lessons and lesson consultation of pre-service teachers were suggested to be effective contents and methods for teacher education.

수업 혁신의 대안적 접근 탐색

서근원,손종현 교육종합연구원 2014 교육종합연구 Vol.12 No.2

The purpose of this paper is to look for alternative way for classroom lesson innovation in Korea. There are many persons trying to innovate school education in Korea. To innovate classroom lesson, they import the lesson models of "lesson of learning community", "Freinet education", "cooperation learning", "project learning" to innovate Korean school classroom lesson. But many researchers worry on that approach to innovation of classroom lesson. The researchers raise these three points. Firstly, the lesson models don't match with the situation of Korean school. Secondly, the elements of imported lesson models collide with those of existing habitual classroom lesson of Korea. Thirdly, education offices provide school the standardized direction and plan of innovation. And, they introduce a new lesson model to school teachers for 15 hours of training course. During the course, they explain the theoretical base and examples of the new lesson model, and have time to practice teaching according to the new lesson model. But the most important element of teaching by the new lesson model is the competency of teacher to cope with the characters of students and the situations of classroom lessons. But the process of disseminating the imported models of lesson to schools omits this point. So, if we want to innovate school lesson enough, we have to change the process of teacher training course. Through the changed training course teachers can get the competency of understanding their students, and create a new lesson model appropriate to their own students.

과학수업 분석도구를 활용한 수업분석 프로그램이예비유아교사의 과학교수효능감에 미치는 영향

안부금 ( Bu Geum An ) 한국유아교육학회 2014 유아교육연구 Vol.34 No.6

The purpose of this study is to examines the effect of a science lesson analysis program on self-efficacy in teaching science of pre-service early childhood teachers. The tool of science lesson analysis consists 15 planning criteria and 15 acting criteria. In this study, participants were 30 early childhood education majors at a three-year college. The quantitative data were collected from an self-efficacy in teaching science scale, interviews with 30 students and from their “science autobiographies.”The statistic results show that science lesson analysis program is effective in improving preservice teachers’ self-efficacy in teaching science. And positive results were seen in the following ten additional categories : The change of cognition in lesson planning, recognition of elements on lesson planning, the relevance of lesson planning and curriculum, the experience of lesson coexsistance, confidence of lesson, cognition of the Expertise of Lessons, understanding of science teaching method, interrested in developmental appropriating of young children, cognition of importance on lesson tools and media, improving understanding and confidence of science lesson. In the coming future, a science lesson analysis program have to will be considered as effictive pre-teacher education curriculum and contents.

문화현상으로서의 국어수업비평

이정숙 ( Lee Jeong-suk ) 한국초등국어교육학회 2005 한국초등국어교육 Vol.29 No.-

This research intends to extend the horizon of criticism of Korean language lesson through critical temperament and strategy by regarding Korean language lesson as a text. The world experienced in lesson intends to pay attention to actual multi-layer phenomenon which is full of things more than logical matters. This is retrospect that the analytical research connected to the many existing practical efforts failed to revise the lesson and to present prospect. While the intention to find and identify original method of Korean language lesson and to identify phenomenon wholly exposing in the lesson is cultural, the method to interpret cultural code resembles criticism. Originating from the possibility of such criticism of Korean language lesson, this discussion presented values of lesson text, value of culture and value of possible form of realization in Korean language. How can the intent of knowledge that is involved in the strategy of criticism of Korean language lesson for this value and the expression method that spreads it be explained? And what is the position of language in the field of Korean language education where language activity and knowledge are acquired and which topic of learning is provided? Furthermore, besides these 2 temperaments, I also investigated how to look the aura as totally new effectuation which is made by the respective overall temperament. Korean language lesson is not so much a result as a process in which members customize their test to themselves by changing and converting it in accordance with situation. Thus, the belief that new viewpoint watching Korean language lesson may find new value of Korean language lesson will be new viewpoint of criticism of lesson.

플립러닝을 활용한 음악감상수업 적용 연구

우상희,윤성원,조대현 한국음악응용학회 2019 음악응용연구 Vol.11 No.-

이 연구의 목적은 플립러닝을 활용한 음악감상수업의 적용이다. 연구의 목적을 이루기 위해 연구자는 이론적 배경을 마련하였다. 이론적 배경에서는 음악감상수업에 관한 고찰, 플립러닝에 관한 고찰, 타교과 수업에서 플립러닝을 활용한 사례를 고찰하였다. 타교과 수업에서 플립러닝을 활용한 사례의 고찰은 연구를 진행하면서 검색한 301편의 타 교과에서의 사례에서 8편의 사례를 엄선한 것이었다. 그리고 연구된 8편의 사례에서 장점만을 선별하였고, 연구결과에서 플립러닝을 활용한 음악감상수업의 설계에 반영하였다. 플립러닝의 수업 기법은 수업 전(교실-밖-학습), 수업 중(교실-안-활동), 수업 후(교실-밖-학습)로 구성하였으며, 음악감상수업은 내용에 따라 음악을 수 용하고 사고하며 음악에 대한 생각과 느낌을 표현하는 단계, 음악적 감수성과 이해와 공감을 바 탕으로 소통 능력을 기르는 단계로 구성하였다. 이를 정리하면 다음과 같다. 첫째, 이 연구는 음 악감상수업이 소극적으로 이루어지고 있는 문제점을 해결하기 위하여 플립러닝 교수 기법을 활 용하였다. 둘째, 플립러닝을 활용한 음악감상수업을 통해 학습자들이 능동적이고 활동적으로 참 여할 수 있도록 적용 방안을 제시하였다. 이에 이 연구에서는 다음과 같이 제언한다. 첫째, 플립 러닝 수업에 적합한 학교 시스템을 갖출 필요가 있다. 둘째, ICT 활용을 위한 교사와 학생의 소양 교육이 이루어질 필요가 있다. The purpose of this study is to apply flipped learning to music appreciation lessons. For this purpose, the investigator established a theoretical background, which covered music appreciation lessons, flipped learning, and its utilization cases in lessons of other subjects. The investigator came across 301 cases of flipped learning used in lessons of other subjects in the research process and selected eight carefully. Their advantages were identified and reflected in the design of flipped learning-based music appreciation lessons. Flipped learning-based lesson techniques were divided before lessons(learning outside the classroom), during lessons(activities inside the classroom), and after lessons(learning outside the classroom). Music appreciation lessons were organized in two stages: one concerned accepting music and thinking according to content and expressing ideas and feelings about music, and the other concerned the cultivation of communication skills based on musical sensitivity, understanding and empathy. The findings were as follows: first, the study applied the teaching techniques based on flipped learning to solve the problems around passive music appreciation lessons; and second, the study proposed application plans so that students could take aggressive and active part in flipped learning-based music appreciation lessons. Based on these findings, the study proposed a need to install a school system fit for flipped learning-based lessons and provide teachers and students with ICT literacy education to promote their utilization of ICT.

授業 批評을 通한 高等學校 漢文 授業

嚴璿鎔 한국한자한문교육학회 2016 漢字 漢文敎育 Vol.40 No.-

이 연구는 고등학교 한문 수업에서 수업 관찰의 구조와 문제점을 알아보고, 그 대안으로써 수업 비평의 개념과 방법을 정리하였다. 수업 관찰자는 체크리스트로 인하여 관찰자의 관점과 관찰 대상 을 제한하고, 수업을 탈 맥락으로 관찰하게 하며, 수업의 외적 형태나 행위 또는 결과에만 주목하게 하는 한계가 있다. 또한 연구 수업 협의회는 수업을 관찰하는 사람들의 고유한 시선과 안목을 잘 드러내지 못한다. 교사들은 체크리스트 속에 자신의 관점을 숨기기기 때문에 어떤 한문 수업이 좋 은 수업이며, 수업활동을 어떻게 이해해야 하는 지에 관한 의미 있는 대화를 나누기도 어렵다. 이러 한 상황을 개선하는데 수업 비평은 한문과 수업을 바라보는 안목을 높일 것이다. 교육대학원에서 수업 비평을 같이 공부한 6명의 한문교사가 K교사의 고등학교 3학년 한문 수업 을 보고, 작성한 수업 비평문을 통하여 수업을 수업 비평의 시각으로 보고자 하였다. 수업 비평은 한문 수업을 보는 현실을 개선하는데 도움을 주어, 한문교사들이 수업을 새로운 관점에서 바라보도 록 시각을 전환하게 하고, 수업을 이해하는 다른 방법과 절차를 알 수 있도록 하며, 수업을 성찰하 고 학생을 위해 수업을 개선하게 할 수 있을 것이다. This study examined the structures and problems of classroom observations as pedagogics in Chinese character lessons in high school, and as an alternative suggested the concept and methods of lesson critique. The checklists would limit teachers' points of view and objects of observation, making them to observe the lessons in a decontextualized way, and as a result they would pay attention merely to exterior forms, behaviors or results of the lessons. While, class and lesson council is not in a position to disclose unique points of view and opinions of those who teach the lessons. As teachers may often conceal their points of view under the cover of the checklists, it's hard for them to have a meaningful conversation regarding what are good Chinese character lessons and how to understand their teaching activity. Lesson critique may help improve this circumstance by enhancing teachers' views on Chinese characters and lessons. In this study, six Chinese character teachers who had studied the subject of lesson critique together in a graduate school of education watched a 3rd-grader Chinese character lesson at high school by Teacher K and the study sought to approach the lesson from the perspective of lesson critique based on their written critiques. The study believes that lesson critique may help improve Chinese character teachers' existing points of view towards Chinese character lessons, let them see those from a new perspective, make them learned of other methods and procedures to understand the lessons, get to the essence of lessons, and eventually contribute to the improvement of lessons for students.