학업수월성 지향 학교에서 사회정서학습의 필요성과 지속가능성에 관한 고찰 = An Inquiry into the Necessity and Sustainability of Social and Emotional Learning in Schools Pursuing Academic Excellence

다국어 초록 (Multilingual Abstract)

This study was conducted to introduce the concepts of social and emotional learning(SEL) that was found effective in enhancing social-emotional competencies, preventing problem behaviors, and improving academic performance and to examine the necessity and sustainability of schoolwide SEL in Korean school systems pursuing academic excellence. Theoretical literature, empirical studies, SEL curricula, the U.S. laws stipulating SEL learning standards, Singapore’s SEL practices, and SEL lesson plans developed by Korean teachers were reviewed. As a result, the construct of social-emotional competencies was found to consist of five components(i.e., self-awareness, social awareness, self-management, relationship skills, responsible decision-making), and SEL was defined as the strategic process of implementing many school-based prevention and intervention services designed to enhance social-emotional competencies in a coordinated and integrated manner. Such process consisting of three phases(i.e., readiness, planning, implementation) and 10 stages included six sustainability factors. Methods of implementing SEL in schools were categorized into either a person-centered approach(e.g., skills training) or an environment-centered approach(e.g., creating caring, supportive and safe climate). It was inferred that the method of infusing SEL into academic learning would be more acceptable to Korean school systems than that of implementing SEL curricula in the group counseling manner. Prior empirical research showed that schoolwide SEL would improve students’ school-related attitude, behavior, and academic performance as well as teachers’ self-efficacy and teaching practices. For such positive outcomes, it would be necessary to identify roadblocks to implementing schoolwide SEL in advance and to prepare plans to break through them. Finally, the significance and challenges for adopting and implementing SEL in Korean school systems were discussed and suggestions for further research were made.

국문 초록 (Abstract)

이 연구의 목적은 아동․청소년의 사회정서적 유능성을 증진시킴으로써 문제행동을 예방하고 학업수행을 향상시키는데 효과적인 접근으로 알려진 사회정서학습의 개념을 소개하고, 학업수월성을 지향하는 국내 학교장면에 사회정서학습을 도입․적용할 필요성과 지속적으로 실시할 가능성을 고찰하는데 있다. 이를 위하여, 이론적 문헌, 경험적 연구, 구조화된 사회정서학습 커리큘럼, 미국의 사회정서학습 법령과 싱가포르의 사회정서학습 사례, 우리나라 교사들이 개발한 사회정서학습 지도안을 검토하였다. 그 결과, 사회정서적 유능성의 5개 구성요인(자기인식, 사회적 인식, 자기관리, 대인관계 기술, 책임 있는 의사결정)과 개념정의(학생들의 사회정서적 유능성을 증진시키기 위한 학교기반의 다양한 예방 및 개입 서비스를 통합하고 조율하는 과정)가 우리의 학교현장에 적용가능하며 적절한 것으로 판단되었다. 또한 학교차원에서 사회정서학습을 시행하는 과정은 준비단계, 계획단계, 실시단계를 거치며, 6가지의 지속가능성 요인을 포함하는 것으로 확인되었다. 사회정서학습의 실시방법은 개인중심의 접근(기술훈련)과 환경중심의 접근(풍토조성)으로 구분되는데, 사회정서학습 커리큘럼을 집단상담으로 실시하는 방법에 비해 사회정서학습을 교과학습과 연계하는 방법이 학업수월성을 지향하는 학교현장에 지속적으로 적용될 가능성이 높은 것으로 추론되었다. 사회정서학습은 학생의 학교관련 태도와 행동 및 학업수행에 긍정적 영향을 미치며, 교사의 수업효능감과 교수방법을 향상시키는데 효과적인 것으로 밝혀졌다. 이러한 효과를 확보하려면, 사회정서학습의 도입과 지속적인 적용을 방해하는 요인들을 미리 확인하고 이에 대한 대응방안을 모색해야 할 필요가 있을 것이다. 마지막으로, 사회정서학습의 의의, 효과적이며 지속적인 시행을 위한 노력, 교실수업과 연계하는 현실적 방안, 후속연구를 위한 제언을 논의하였다.

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