수업상호작용의 연구 동향 및 향후 과제

김민성(Kim, Minseong) 한국교육심리학회 2017 敎育心理硏究 Vol.31 No.4

본 연구는 학습이 타인과의 상호작용 속에서 일어나는 사회적 현상이라는 사회구성주의 관점에 기반하여 수업상호작용의 의미와 역할을 이해하고 수업상호작용 연구의 성과와 과제를 논의하였다. 수업상호작용은 수업이라는 활동시스템 속에서 일어나는 언어적 상호작용으로, 활동시스템의 여러 요소(주체, 도구, 대상, 규칙, 공동체, 역할분담)의 통합적 영향을 받아 구조화되면서 의미구성과정에 영향을 미친다. 언어라는 기호가 수업의 상호작용을 가능하게 하는 도구의 역할을 하면서 지식의 공동구성과정과 개인의 내면화 과정을 촉진시키는 역할을 한다. 과정-산출 연구의 전통에서 수행된 수업상호작용연구는 학생의 학업성취와 상관이 있는 교사의 행동이 무엇인지를 드러냈지만, 구체적인 수업맥락에서 해당 행동이 의미구성의 과정에 어떤 역할을 하였는지를 살펴보지는 못하였다. 수업상호작용의 구조화된 유형을 기술하는 데 주력한 수업참여구조연구는 수업에서 실제 이루어지는 상호작용유형을 이해하는 데는 도움을 주었지만 참여구조와 의미구성의 연관을 구체적으로 분석하지는 못하였다. 사회구성주의 관점에서 이루어진 수업상호작용연구는 수업참여 구조연구가 밝혀낸 상호작용 유형이 어떻게 학습자의 지식이나 경험을 공동의 장으로 이끌어내는 역할을 하는지, 공동의 활동이 어떻게 개별 학습자의 수행에 반영되는지, 보다 성공적인 의미구성을 위한 교사의 역할은 어떠한 것인지를 드러내는 데 기여를 하였다. 향후 수업상호작용 연구는 학기별, 학년별, 학교급에 따른 수업상호작용의 변화과정, 테크놀로지와 같은 도구가 개입되었을 때 질적으로 변형되는 상호작용의 양상, 교과 등 다양한 맥락에 따라 달리 이루어지는 수업상호작용의 유형, 인지적 측면뿐 아니라 상호작용의 관계적, 정서적 측면, 의미구성의 다각적인 측정방법 등을 고려해야 할 것이다. 사회구성주의에 기반한 상호작용연구는 다른 학습이론이 충분히 드러내지 못한 학습의 사회적 측면, 공동의 의미구성과정을 살펴봄으로써 교육 및 학습현상에 대한 이해를 확대하였다는 점에서 의미를 가진다. This study is to understand the educational role of classroom interaction and to discuss the trend and directions of classroom interaction research from a perspective of socio-constructivism. Classroom interaction occurs as a dialogic interaction in an ‘activity system’ with such components as subject, tool, object, rules, community, and division of role, one that becomes structured in the interaction processes and influences the way students learn and think. With the mediating role of language, classroom interaction plays a facilitating role in the process of shared meaning-making and individual students’ internalization. In the trend of classroom interaction research, a process-product research tradition found a list of effective teaching behaviors associated with student achievement. However, it did not examine the role of teaching behaviors in students’ meaning-making process in classroom interaction. By describing the types of classroom participation structure, studies on classroom participation structure contributed to the understanding of classroom interactions that actually occurs in the classroom practice, however, with the limitation of not investigating the association of participation structure and the meaning-making process. Finally the classroom interaction research conducted from a socio-constructivism perspective revealed how classroom interaction shapes a shared or individual construction of knowledge and what role teachers play in the process. It was suggested that the future classroom research should examine 1) the trajectory of classroom interaction by semester, grade, or school level; 2) a transformation of classroom interactions when technology is introduced in class, 3) the diversity of classroom interactions in the different contexts such as different subject matters and school climate; 4) the relational, emotional aspects as well as cognitive aspects of classroom interactions; 5) the diverse ways to measure the level of meaningconstruction. Classroom interaction research from a perspective of socio-constructivism will expand the understanding of teaching and learning by investigating the social and shared aspect of learning, one that have not fully examined by other learning theories.

Two Affective Variables and Language Learners’ Perceptions of Classroom Interaction

Chaochang Wang 아시아영어교육학회 2017 The Journal of Asia TEFL Vol.14 No.1

Second language acquisition theories highlight the fundamental role of social interaction in facilitating learners’ efforts to gain competence in an L2, and consider learners’ perceptions of classroom interaction and their affective states to be as important as teaching, in a way that encourages interaction. However, there is a dearth of research focused on learners’ perceptions of interaction in the target language and the relationships between these perceptions and both communication motivation and communication apprehension in the language-learning classroom. The purpose of the present study, therefore, is to explore the relationship between learners’ perceptions of classroom interaction and learners’ communication motivation and communication apprehension. The participants consisted of 162 sophomore students majoring in applied English at a university in Taiwan. Data were collected via a questionnaire. The results showed significant correlations between the learners’ perceptions of classroom interaction and three variables: English-language classroom communication apprehension, intrinsic motivation, and years of English learning. Further, a multiple regression analysis showed that intrinsic motivation contributed to the learners’ positive perceptions of classroom interaction in regard to using the target language, whereas this was not the case for extrinsic motivation and communication apprehension. The study results have implications for both teaching and research.

대학 Flipped Classroom 환경에서 교수실재감과 학습자-교수자 상호작용이 인지된 학업성취도에 미치는 영향

김진희 ( Jinhee Kim ),이혜원 ( Hyewon Lee ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2016 교육정보미디어연구 Vol.22 No.4

이 연구는 대학 Flipped Classroom 환경에서 교수실재감과 학습자-교수자 상호작용이 학업성취도에 미치는 영향을 검증하였다. 이를 위하여 Y대학 Flipped Classroom 운영 교과목 수강생 190명을 대상으로 한 학기동안의 수업 경험을 바탕으로 교수실재감, 학습자-교수자 상호작용, 학업성취도에 대한 설문조사를 실시하고, 구조방정식 모형으로 분석하였다. 연구 결과, 첫째, 교수실재감은 학습자-교수자 상호작용에 직접적인 영향을 미쳤다. 둘째, 교수실재감과 학습자-교수자 상호작용은 인지된 학업성취도에 직접적인 영향을 미치는 것으로 나타났다. 셋째, 교수실재감은 상호작용을 통해 인지된 학업성취도에 유의한 간접효과를 가지는 것으로 나타났다. 본 연구결과는 대학 Flipped Classroom 환경에서 교수 실재감이 높을수록 학습자-교수자 상호작용이 높아지며, 이러한 과정이 인지된 학업성취도의 향상으로 이어질 수 있음을 시사한다. 따라서 효과적인 Flipped Classroom을 위해 온ㆍ오프라인 수업 관련 요소들을 체계적으로 설계하고, 학습자의 참여를 촉진하는 교수자의 역할이 중요하며, 수업 전반에 대한 컨설팅과 모니터링, 성공적인 운영 사례 제공 등 교수자의 역량 강화를 위한 지속적인 지원이 필요하다. 본 연구는 대학 Flipped Classroom 환경에서 교수실재감과 학습자-교수자 상호작용이 인지된 학업성취도에 미치는 영향을 실증적으로 검증하고, Flipped Classroom의 학습 효과를 높이기 위한 교수자 역할에 대한 시사점을 제안했다는 점에서 의의가 있다. This study desires to verify the effect of teaching presence and student-instructor interaction on perceived academic achievement in flipped classroom in higher education. In the study, we collected data via a survey with the sample of 190 students in three flipped classrooms of Y University. The collected data was analyzed using structural equation modeling. The major findings dare as follows: First, teaching presence had a positive effect on student-instructor interaction in flipped classroom at the university. Second, teaching presence and student-instructor interaction directly effected academic achievement in flipped classroom at the university. Third, teaching presence indirectly effected academic achievement through student-instructor interaction. The results indicated that high level of teaching presence increase student-instructor interaction, and it can lead to high perceived academic achievement in flipped classroom in higher education. Therefore, instructor`s roles that can systematically design online and offline classroom elements and facilitate learner`s participation are stressed for effective flipped classroom. In addition, continuous support is needed to strengthen the instructor`s capacity through providing the class consulting, monitoring, and successful practices. The results implied that the causal relationship among teaching presence, student-instructor interaction, and perceived academic achievement and specific guidelines of instructor`s roles for high academic achievement in flipped classroom in higher education.

Teacher-Student Interaction in a Book Circle Activity

김명희 한국영어교육학회 2009 ENGLISH TEACHING(영어교육) Vol.64 No.1

The role of interaction has gained attention in the field of SLA. Due to its potential benefits in language learning, SLA researchers have examined diverse aspects of interaction. This article looked at interactions between a teacher and three ESL children in a book circle activity in the U.S. It examined how the teacher, through her talk, facilitated her students’ opportunities for interaction and language use. This study used classroom discourse analysis for the close analysis of teacher-student interaction. Quantitative and qualitative analysis of the classroom discourse data revealed that the teacher used various interactional, scaffolding strategies. Quantitative analysis showed that she scaffolded the children’s learning by challenging them to further develop their thinking. She also challenged them to respond appropriately when they generated insufficient answers. Qualitative analysis showed that the teacher-student interaction created a context for active, meaningful use of language and co-construction of meaning. The teacher incorporated the children’s utterances into classroom discourse and involved them in various cognitive processes. Nowadays, in Korea, when English teachers are increasingly expected to give English-medium instruction, this study provides useful insight into how teacher-student interaction should unfold in a language classroom.

More than Language: Influential Factors on Language Classroom Practice

장선미 대한언어학회 2006 언어학 Vol.14 No.3

Chang, Sunmee. 2006. More than Language: Influential Factors on Language classroom practice. The Linguistic Association of Korea Journal, 14(3), 71-93. From the underlying sociocultural perspective, this paper dealt with L2 learning situations in many countries in the world. The concept of L2 (Second Language) here encompassed that of FL (foreign Language), too. In this paper, by reviewing articles and books, and building up ideas around selected themes, I discussed on some factors that were considered possible to impose influence on the practice in the classroom. First of all, with an assumption that each of the participants in a L2 classroom has individual cultural background, their social identity, socioeconomic status, teaching and learning style, and prior experience or knowledge that they bring in were considered the first category of major influential factors in the classroom. The second category was put under classroom interaction. Classroom interaction was discussed in two aspects, teacher-student and student-student interaction. The final category put emphasis on the teacher, focusing on the knowledge and beliefs he/she has as a teacher during classroom practice. Even though the role of the teacher is huge, the practice in the classroom is not just done by the teacher alone. It should be remembered that the teacher is a necessary partner for the learners in the interaction to coach the learners in their process of learning, thinking, listening, and speaking toward the ultimate goal: L2 acquisition.

유아교육기관 교사의 교수효능감과 교실환경이 유아의 또래놀이 상호작용에 미치는 영향: 교사-유아 상호작용의 매개효과

서석원 ( Seok-weon Seo ),박지선 ( Ji-sun Park ) 대한가정학회 2016 Human Ecology Research(HER) Vol.54 No.3

This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher’s teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher’s teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacherchild interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacherchild interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.

교실환경, 교사-유아 상호작용, 유아의 인지능력과 또래 상호작용 간의 구조적 관계 분석

이선경(Lee, Seon-Kyung),김효원(Kim, Hyo-Won) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.10

본 연구는 유아의 또래 상호작용에 영향을 미치는 교실환경, 교사-유아 상호작용, 유아의 인지능력 간의 관계를 통합적으로 살펴보는데 목적이 있다. 이를 위해 2013년도에 수집된 육아정책연구소의 한국아동패널 6차년도 자료를 활용하였으며, 관련 변인들 간의 구조모형분석을 실시하였다. 연구대상은 유아교육기관을 이용하는 유아 총 1,166명(평균연령 만 5.2세)과 그들의 교사로, 연구결과는 다음과 같다. 첫째,연구에서 설정한 교실환경, 교사-유아 상호작용, 유아의 인지능력과 또래 상호작용 간의 인과관계 모형은 타당한 것으로 확인되었다. 둘째, 교사-유아 상호작용은 또래상호작용(긍정적, 부정적)에 직접효과가, 유아의 인지능력을 매개로 간접효과가 나타났다. 그러나 교실환경과 또래 상호작용 간의 관계에서 유아의 인지능력의 매개효 과는 나타나지 않았다. 이러한 연구결과에 근거하여 긍정적 또래 상호작용을 늘리고 반사회적인 또래 상호작용을 줄일 수 있는 유아 지도 방법에 대한 교육적 시사점을 제공하였다. The purpose of this study was to investigate the structural relationships among classroom environment, teacher-child interaction and children s cognitive ability and peer interaction. For this study, we adopted Structural Equation Model(SEM) to analysed to 6th years of data from Korean Children and Youth Panel Survey by Korea Institute of Child Care and Education. The sample for this study were 1,166 children who attended kindergarten or child care centers and their teachers. The findings of this study are as follows. First, there was a significant structural relationship among classroom environment, teacher-child interaction and children s cognitive ability and peer interaction. Second, teacher-child interaction showed a direct significant influences on peer interaction and an indirect influences on peer interaction by children s cognitive ability. However, classroom environment didn t showed a significant direct and indirect influences on peer interaction. Based on these results, we came up with a conclusion inquiring into teacher-child interaction method that could enhance positive peer interaction and reduce negative peer interaction

Exploring the Structure and Process of Large Group Meeting Time From an Ethnographic Perspective

( Hyun Young Kang ) 한국유아교육학회 2015 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.21 No.2

The purpose of this study is to explore everyday large group meeting interactions in the preschool classroom. The data were collected over a five and a half month period in one preschool classroom, using an ethnographic research approach. The ethnographic research was mainly based on a socio-cultural theoretical orientation, an understanding that the nature of children’s classroom experiences is socially constructed in the course of everyday life. Multiple methods were used to gather data, including participant observation, field notes, interviews with teachers, and video recordings of classroom interaction during large group meeting time. In this preschool classroom, the large group meeting time, Morning Meeting, consisted of five sub-events. Along with the typical ritual-like characteristics of some sub-events (i.e., calendar/weather), the sub-event of “large group conversation/talk” was a context in which various types of group interaction between the children and teacher could be observed, which allowed the large group time, Morning Meeting, not to proceed in one fixed manner in this classroom. Through micro-level analysis of the data, four different types/purposes of interaction could be identified. The “large group conversation/talk” subevent in this classroom was: 1) a context for individuals to share personal stories, news, and artifacts that they had brought from home with the large group; 2) a context for the teacher to make announcements about upcoming events to the group; 3) a context for making group meaning of various child-initiated and teacher-initiated topics through collaborative and extensive group conversation; and 4) a context for teacher-directed interaction on certain topicsthat the teacher chose to introduce to the children. Along with the typical ritual-like characteristics of some subevents (i.e., calendar/weather), the preschool large group meeting time served as an interactive context for the children and teacher to engage in meaning making of a socially constructed nature through their large group interaction. The complex nature of large group interaction was revealed through analysis of the children’s and teacher’s actual interaction during Morning Meeting events.

Exploring the Structure and Process of Large Group Meeting Time From an Ethnographic Perspective

강현영 한국유아교육학회 2015 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.21 No.2

The purpose of this study is to explore everyday large group meeting interactions in the preschool classroom. The data were collected over a five and a half month period in one preschool classroom, using an ethnographic research approach. The ethnographic research was mainly based on a socio-cultural theoretical orientation, an understanding that the nature of children’s classroom experiences is socially constructed in the course of everyday life. Multiple methods were used to gather data, including participant observation, field notes, interviews with teachers, and video recordings of classroom interaction during large group meeting time. In this preschool classroom, the large group meeting time, Morning Meeting, consisted of five sub-events. Along with the typical ritual-like characteristics of some sub-events (i.e., calendar/weather), the sub-event of “large group conversation/talk” was a context in which various types of group interaction between the children and teacher could be observed, which allowed the large group time, Morning Meeting, not to proceed in one fixed manner in this classroom. Through micro-level analysis of the data, four different types/purposes of interaction could be identified. The “large group conversation/talk” subevent in this classroom was: 1) a context for individuals to share personal stories, news, and artifacts that they had brought from home with the large group; 2) a context for the teacher to make announcements about upcoming events to the group; 3) a context for making group meaning of various child-initiated and teacher-initiated topics through collaborative and extensive group conversation; and 4) a context for teacher-directed interaction on certain topics that the teacher chose to introduce to the children. Along with the typical ritual-like characteristics of some subevents (i.e., calendar/weather), the preschool large group meeting time served as an interactive context for the children and teacher to engage in meaning making of a socially constructed nature through their large group interaction. The complex nature of large group interaction was revealed through analysis of the children’s and teacher’s actual interaction during Morning Meeting events

보육교사의 교사효능감과 교실 환경, 상호작용 및 유아의 부정적 또래 상호작용 간의 구조적 관계

이형민 육아정책연구소 2015 육아정책연구 Vol.9 No.2

본 연구에서는 보육교사의 교사효능감과 교실 환경이 유아의 부정적인 또래 상호작 용에 미치는 영향에 있어서 교사의 상호작용의 매개효과에 대해서 알아보고자 하는데 목적이 있다. 이를 위하여 육아정책연구소의 제5차년도(2012) 한국아동패널(PSKC) 연 구에 참여한 600명의 유아와 그들의 교사를 대상으로 분석을 실시하였다. 자료는 기술 통계, 상관관계분석, 확인적 요인분석과 구조방정식 모형 분석을 통해 분석하였다. 보 육교사의 교사효능감과 교실 환경, 교사의 상호작용이 어떠한 경로로 유아의 부정적인 또래 상호작용에 영향을 미치는 지를 알아본 결과, 교사효능감과 교실 환경은 교사의 상호작용을 매개로 하여 유아의 부정적인 또래 상호작용에 간접적으로 영향을 미치는 것으로 나타났다. 또한 교사의 상호작용의 질이 유아의 또래 상호작용에 있어서 주요 한 영향력을 가지는 것으로 나타나 이에 대한 중요성이 나타났다. 마지막으로 연구 결 과를 바탕으로 시사점과 후속 연구를 위한 제언이 논의되었다. This study aimed at examining the effects of child care teacher's self-efficacy, classroom environment, teacher interaction on negative peer interaction. For this study, the data of the 5th Panel Study of Korean Children(PSKC) in 2012, collected from 600 children and their teachers were used. The structural equation modeling was used for data analysis. The results revealed that lower teaching self-efficacy and inappropriate classroom environment were related to low level of sensitive and supportive teacher behavior with children. In addition, teacher-child interaction as a medium of teacher's self-efficacy and classroom environment indirectly influenced on the negative peer interaction of children. Findings suggest that teacher's self-efficacy, classroom environment and teacher-child interaction can affect peer relationships of children. This study provides evidence that quality teacher-child interaction in quality child care environments can serve as protective factors for children at risk