중등 특수학급 교사의 국어과 교육과정 재구성 경험에 관한 내러티브 연구 = Narrative inquiry into the experience of secondary special class teacher's reconstruction of Korean language curriculum

다국어 초록 (Multilingual Abstract)

Narrative Inquiry into the Experience of Secondary Special
Class Teacher's Reconstruction of Korean Language Curriculum

Abstract

The purpose of this study is to look into secondary special class teachers’ experiences on reconstruction of Korean language by narrative inquiry and investigate how they could have their growth or change through them. To do this, narrative inquiry was conducted on 5 secondary special class teachers who had served more than five years in special classes. According to the analysis, two subjects, four higher categories and 14 sub-categories were drawn. To sum up the results is as follows :
First, secondary special class teachers relatively understand well how important Korean language education is and also have a view that reconstruction of Korean language curriculum is not an optional but essential.
Second, secondary special class teachers had been burderned down with the tasks that they should satisfy very different students, improve their Korean language skills, and also revise Korean language curriculum annually. They felt uneasy, hollow and so on about their reconstruction of Korean language curriculum.
Third, secondary special class teachers thought that it is singnificant for student's Korean language skills to have been improved through reconstruction of Korean language curriculum and said that students play a role as a mirror of reconstruction of Korean language curriculum when evaluated if it goes well.
Fourth, secondary special class teachers told that they themselves are making a great effort to have reconstruction of Korean language curriculum to be carried out, and through that they would be more expertise and could strengthen their identity and self-esteem as a special teacher.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 4
• 3. 용어의 정의 5
• 4. 연구의 제한점 5
• Ⅱ. 이론적 배경 6
• 1. 교육과정 재구성 6
• 2. 특수학급 교사의 교육과정 재구성 12
• 3. 특수학급 국어교과교육과 교육과정 14
• Ⅲ. 연구방법 18
• 1. 연구 참여자 18
• 2. 연구절차 19
• 3. 자료수집 22
• 4. 자료분석 25
• 5. 연구의 타당성과 윤리성 28
• Ⅳ. 연구결과 30
• 1. 특수학급 국어교육, 나침반 없는 여행의 시작 31
• 2. 좌충우돌, 교육과정 재구성 여정 속으로 35
• 3. 교육과정 재구성 여정을 돌아보며, 다시 또 출발점에 53
• Ⅴ. 논의 66
• Ⅵ. 요약 및 결론 71
• 1. 요약 71
• 2. 결론 73
• 참고문헌 76
• 영문초록 83