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심영택,윤어진 한국초등국어교육학회 2018 한국초등국어교육 Vol.65 No.-
This study has made the teaching philosophy of A-teacher as the starting point of class criticism. The purpose of this study is to investigate how A-teacher’s belief system, values, and viewpoint of education are practiced in classroom space and Korean language lessons. We read books and researches together which were contained A-teacher’s philosophy of education. Her philosophy of education is introduced in Sato Manabu’s “learning community” and “class positive discipline” based on Adler’s psychology. We extracted some characteristics from books and researches. And we used them as a tools for A-teacher’s class criticism. A-teacher’s Korean language class largely consists of three activities: reading text, finding a plant that suits oneself, and replacing it with poetry. In the process, active learning and collaborative learning among students were relatively active, but reflective learning was not actively occurring. Students were expected to respect and listen to each other’s opinions in accordance with the class rules set out in the class guidelines. Students recognized each other’s subordination of learning according to the rules, and practiced interdependent and cooperative learning. In other words, we can see that the passive activity combined with the activeness of learning and the passivity of response is working well. A-teacher had the kindness and determination to follow the PDC philosophy. Through placement of classroom space, A-teacher was narrowing the physical and psychological distance between teacher-student, student? student. A-teacher was building writing environments in where out of ordered 본 연구는 한 교사의 교육철학을 수업 비평의 출발점으로 삼아 그 교사의 신념 체계와 가치, 교육관이 교실 공간과 국어 수업 시간에 어떻게 실천되고 있는지 살펴본 연구 이다. 두 연구자는 먼저 A교사가 자신의 교육철학이라고 기술한 사토마나부의 ‘배움의 공동체’와 아들러 심리학에 터한 <학급긍정훈육법>과 관련된 저서와 연구물들을 함께 읽고 A교사의 교육철학을 이해하였다. 그리고 이를 기반으로 하여 A교사의 국어 수업을 다음과 같이 비평하였다. A교사의 국어 수업은 크게 세 가지 활동, 즉 텍스트 읽기, 자신에게 어울리는 식물 찾기, 그리고 나에 대한 시로 바꾸어 쓰기로 이루어져 있다. 수업 과정에서 학생들 사이에 활동적 배움과 협력적 배움은 비교적 활발하게 일어나고 있었으나, 반성적 배움은 그다지 활발하게 일어나고 있지 않았다. 학생들은 학급 가이드라인에서 제시한 수업 규칙에 따라 서로의 의견을 존중하고 경청하는 자세를 지니고 있었으며, 그 규칙에 따라 서로가 배움의 종속을 인정하고, 상호 의존하며 협력적 배움을 실천하고 있었다. 말하자면 배움의 능동성과 대응의 수동성이 결합된 수동적 능동성이 잘 작동되고 있음을 알수 있었다. 그리고 PDC의 철학에 따른 친절함과 단호함을 갖춘 A교사는 ㄷ자형 교실 공간 배치를 통해 교사-학생, 학생-학생 간 물리적 심리적 거리를 좁혀 가며, 엇갈리는 소통과 차단되는 소통도 허용하는 그러한 글쓰기 환경을 구축하고 있었다.
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온작품 읽기 수업 연구 -교사의 피드백 유형을 중심으로-
심영택,고미령,윤어진,박효진,조윤영 청주교육대학교 교육연구원 2022 학교와 수업 연구 Vol.7 No.1
This study is an analysis based on the nature of the Whole-work reading class (class factor), the teacher's class purpose and educational philosophy (teacher factor), and the viewpoint and focus on feedback (feedback factor). In this study, three types of feedback appearing in the Whole-work reading class, namely, the free-grazing feedback type, the problem-solving feedback type, and the trans-active feedback type, were derived. The free-grazing feedback type was characterized by allowing the students to take theinitiative in learning and grow themselves within the teacher's educational and psychological barriers. It was found that this type of teacher continued to show respect and trust to students' opinions, and acted as a facilitator for students to pursue literary inspiration and meaning in life through reading the whole-work. The problem-solving feedback type had the characteristics of allowing students to successfully achieve their academic achievement goals by learning problem-solving strategies through the teacher's active intervention and feedback. Teachers of this type recognized that it was the core role of teachers to deliver their problem-solving skills and methods to students through concrete demonstrations and meticulous feedback. The trans-active feedback type had the characteristics of allowing the teacher and students to share the leadership of the class in a horizontal relationship, and to allow the students to embody practical knowledge on their own. Teachers of this type recognized their role as providing instruction and feedback to enable teaching and learning to occur among students, and to align what students have learned with their lives.
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