초등학교 교실 문화 형성에 관한 질적 탐구

정광순 ( Kwang Soon Jeong ),정수현 ( Su Hyun Jeong ) 한국교육인류학회 2010 교육인류학연구 Vol.13 No.2

본 연구는 초등학교 교실 문화 형성을 질적으로 탐구하였다. 이를 위해서 K초등학교 오이반을 대상으로 오이반 학생들이 ‘우리 반’이라는 것을 어떻게 구체화해 가는가를 기술하였다. 연구 결과, 오이반 교실 문화 형성을 ‘Here And Now’로, 즉 첫째, 오이반 문화는 교실 공간에서(Here), 둘째, 오이반 학생들의 일상을 매개로(And), 셋째, 어떤 일이 일어나는 그 순간(Now)에 구성원들이 모종의 일을 다루는 방식을 공론화하면서 교실의 삶의 양식을 공식화하는 것임을 기술하였다. 이 연구 결과를 기초로 첫째, 초등학교 교실 문화는 교실의 구성원들이 그들만의 삶의 양식을 만드는 과정임을 알게 되었다. 둘째, 초등학교 교실문화는 교실 구성원들이 교실에서 일어나는 일들을 공식적으로 다룰 수 있는 ‘한울타리 이야기’ 같은 구체적인 ‘매개’를 필요로 한다는 것을 알 수 있었다. 셋째, 초등학교 교실 문화 형성 과정에서 교실 생활 혹은 삶의 ‘동시성’에 주목할 필요가 있다는 것을 알게 되었다. The purpose of this study is to describe the classroom culture itself in an elementary school. For this purpose, the `Hanultari Story`, the group diary that the students in Oiban class recorded happenings in the classroom every day, was selected as the main data for this study. The results of the study observing the culture of Oiban class were presented as follows: First, the `Flow of Classroom Culture` could be described by `Here and Now`. The flow of classroom culture formed in the space of Oiban classroom(Here), with a daily life of students in Oiban class as the medium(And), through the time at the moment when something happens(Now). Second, on the basis of the analysis results, it was that classroom culture is the formating process itself, classroom culture is need the medium to form the culture like as `Hanultari Story`, and classroom culture is based on the spatiotemporal concept. The `Hanultari Story` was the medium creating the style of living of Oiban class and the central point from which the unique style that could be worthy as Oiban`s characteristics was created. The classroom culture has meaning as process and content. The `Hanultari Story` played the organic roles in the transition in the procedural aspects to be `Oiban Class`. Furthermore, the students found the directivity as the subjects in the classroom through the `Hanultari Story` and formed the classroom culture by complying with the orders.

초등학생이 지각한 학급문화와 학교생활화(KSD)반응특성과의 관계

최외선 한국미술치료학회 2009 美術治療硏究 Vol.16 No.1

The purpose of this study is to see, first, how the classroom culture perceived by elementary school kids could differ according to gender, grade, and experience of being on the staff and, second, the relationship between Kinetic School Drawing(KSD) and the classroom culture. The subjects for this study are 854 students of all grades in an elementary school in Daegu who took the tests of KSD and the classroom culture from March 24 through April 4 of 2008. The data were analyzed by frequency analysis, factor analysis, t-test, One-Way ANOVA, Scheffe test as a posttest, and Discriminant analysis. The main findings of the study were as follows. First, the degree of classroom culture perceived by elementary school students is shown average or higher with the sub-categorical degrees of friend-oriented culture as the highest, academic-oriented culture the middle, and mass media-oriented culture as the lowest. Second, as to gender, girls regarded the friend-oriented culture higher than boys while 1st graders regarded academic-oriented culture and friend-oriented culture higher than 2nd and 6th graders. The leader group being on the staff of the classroom exhibited a higher degree on academic, friend and mass media-oriented culture than those not on the staff. Third, the 28 variables of KSD showed a discrimination with 78.3% to predict the degree of academic-oriented culture, in that the low level group with 74.4% and the high level group with 81% of prediction. 본 연구는 초등학생이 지각한 학급문화가 성별, 학년, 임원경험유무에 따라 어떠한 차이가 있으며, 학교생활화가 학급문화와 어떠한 관계가 있는지를 알아보는데 목적이 있다. 연구대상은 대구광역시에 소재하는 OO 초등학교 1학년부터 6학년까지 전체학생 854명이며, 2008년 3월 24일부터 2008년 4월 4일까지 학급문화 검사와 학교생활화 검사를 실시하였다. 자료 분석은 요인분석, 빈도분석, t-test, 일원 변량분석(One-Way ANOVA)과 사후검증으로 Scheffe test, 그리고 판별분석을 실시하였다. 주요연구결과는 다음과 같다. 첫째, 초등학생의 학급문화는 중상 수준이며, 하위영역별로는 친구지향문화가 가장 높고, 그 다음으로 학습지향문화, 대중문화지향문화 순으로 나타났다. 둘째, 성별에 있어서는 여학생이 남학생보다 친구지향문화가 높은 것으로 나타났고, 학년에 있어서 1학년이 2학년과 6학년보다 학습과 친구 및 대중문화지향문화가 높은 것으로 나타났다. 임원 경험유무에 있어서는 임원경험이 있는 경우가 없는 경우보다 학습과 친구 및 대중문화지향 문화가 높은 것으로 나타났다. 셋째, 학교생활화의 28개 변인들이 학습지향문화를 판별할 수 있는 판별력은 78.3%이었으며, 학습지향문화가 낮은 집단은 74.7%, 학습지향문화가 높은 집단은 81%를 예측해 주었다.

An Analysis of Elementary Mathematics Teachers Feedback Use and Mathematics Classroom Culture

황성환(Sunghwang Hwang),손태권(Taekwon Son),이광호(Kwangho Lee) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.4

The purpose of this study is to examine teacher s feedback use in the elementary mathematics classroom and the influence of them on the construction of classroom culture. We analyzed eight teachers mathematics classrooms in the same school and examined their feedback use across two dimensions: information-providing feedback and question-request feedback. The findings indicated that feedback frequencies varied across teachers. However, they mainly used information-providing feedback and short-answer request feedback than participation request feedback. Additionally, we found four types of classroom cultures (teacher explanation-focused classroom culture, problem solving-focused classroom culture, student participation-focused classroom culture, and mixed classroom culture) based on teachers feedback use. Based on these findings, we discussed practical implications for the research in teachers feedback use and mathematics classroom culture.

수학 교실 문화에 대한 교사의 인식과 노티싱

방정숙,선우진,김리나,강은진,임가현 대한수학교육학회 2020 학교수학 Vol.22 No.4

Teachers' perception of mathematics classroom culture is significant in shaping how students learn mathematics. This paper focused on analyzing how teachers' perception of effective mathematics classroom culture might affect their noticing. For this, 26 in-service teachers were asked to answer two main questions: (a) what would be the most important elements for establishing an effective mathematics classroom culture; and (b) what did you notice when you watched two given video clips. Regarding the latter, the teachers had to identify, along with detailed reasons, both what would be the meaningful situations to which they paid attention and which situations would be revised if they were the classroom teachers in the video clips. These were intended for us to shed light on the relationships between teachers' perception of classroom culture and their noticing in various aspects. The results of this study showed that in-service teachers tended to choose meaningful situations in line with what they thought to be the characteristics of effective mathematics classroom culture. They also wanted to revise the situations which were against their perception of effective mathematics classroom culture. A noteworthy aspect was that some teachers did not mention a permissive atmosphere as the characteristic of effective classroom culture, but they emphasized it as the pre-condition of such a culture in observing the video clips. Based on these results, this study is expected to expand our understanding of the relationship between teachers’ perception and noticing of mathematics classroom culture. 수학 교실 문화에 대한 교사의 인식은 수학 수업에 영향을 끼치는 중요한 요소이다. 본 연구에서는 좋은 수학 교실 문화에 대한 교사의 인식이 노티싱에 어떤 영향을 끼치는지 분석하였다. 이를 위하여 현직 교사 26명을 대상으로 좋은 수학 수업에 대한 인식을 조사하고, 교사들이 초등학교 우수수업 동영상 2편을 관찰할 때 수학 교실 문화와 관련하여 어떤 상황을 주목하는지 분석하였다. 특히 본 연구에서는 교사들에게 수업에서 의미 있게 주목한 상황과 바꾸고 싶은 상황으로 구분하여 관찰하게 하였는데, 이를 통해 교실 문화에 대한 교사의 인식과 노티싱의 관계를 다양한 측면에서 분석할 수 있었다. 연구 결과, 현직 교사들은 대개 자신이 중요하게 인식하는 교실 문화의 특징이 잘 구현된 상황을 의미 있는 상황으로 주목하고, 자신이 중요하게 인식하는 교실 문화를 구현하는 데 방해가 된다고 생각하는 상황을 바꾸고 싶은 상황으로 주목하였다. 한편 일부 교사들은 허용적 분위기의 수업을 좋은 수학 교실 문화의 특징으로 인식하지 않았으나 수업을 관찰할 때에는 허용적 분위기가 형성되었는가를 중요한 전제로 인식하기도 하였다. 연구 결과를 바탕으로 교사의 인식과 노티싱에 대한 이해를 도모하고 교사교육에의 시사점에 대해 논의하였다.

초등학생들이 생각하는 과학수업의 특징: 과학수업 문화 분석틀 개발을 위한 기초 연구

박준형 ( Joon Hyeong Park ),나지연 ( Ji Yeon Na ),정용재 ( Yong Jae Joung ),송진웅 ( Jin Woong Song ) 한국과학교육학회 2015 한국과학교육학회지 Vol.35 No.3

본 연구의 목적은 과학수업 문화 분석을 위한 분석틀과 도구 개발을 위한 첫 단계로서, 초등학생들의 개방형 서술 응답 분석을 통하여 과학수업을 바라보는 초등학생들의 인식을 조사하고, 이에 기반으로 하여과학수업 문화를 질적으로 분석할 수 있는 분석틀을 제안하고자 하는것이다. 이를 위하여 서울 및 경기 소재 6개 학교의 초등학생 4학년과6학년 총 571명이 작성한 응답을 3가지 방법으로 분석하여 분석틀의 6가지 범주(주요하게 드러나는 요인, 공동체의 권력구조, 과학 수업에서 중시하는 영역, 관심대상, 수업의 분위기, 참여형태)를 도출하였다. 각 범주에 따른 세부 분석틀 내용은 다음과 같다. 첫째, 과학수업에서 주요하게 드러나는 요인은 실험, 재미, 교사, 그리고 공동체로 나타났다. 둘째, 과학교실 공동체의 권력구조는 학급 친구, 교사, 개인으로 나누어 볼 수 있다. 셋째, 학생들이 과학수업에서 중시하는 영역은 인지적, 정의적, 행동적 영역으로 살펴볼 수 있다. 넷째, 과학교실 공동체에서 관심을 가지는 대상은 교사의 가르침, 실험, 지식과 의견의 이해, 지식과 의견의 공유로 나타났다. 다섯째, 과학수업 분위기의 형태는 장난치고 시끄러운 분위기와 재미있고 즐거운 분위기로 나타났다. 여섯째, 학생들의 참여 형태는 모든 구성원의 참여, 자율적인 참여,협동적인 참여 형태로 나타났다. 본 연구의 이러한 결과는 학생들이 생각하는 과학수업의 모습과 그 특징에 바탕을 두어 과학수업 문화를 분석하는 질적인 분석틀을 제안할 수 있었다는 점에 의미가 있겠다. 또한 본 연구의 결과를 통해 과학수업의 문화적인 측면에서 나타난 시사점에 대하여 논의하였다. The purposes of this study are to investigate elementary students’ perception of science classroom through an analysis of students’ answer to an open-ended question and to suggest a framework for the analysis of science classroom culture, as the first step to develop an analysis tool for qualitative exploration of science classroom culture. We analyzed 571 responses and developed an analysis framework with six categories (i.e. major factors; power structure of a classroom community; focused domains of the science classroom; student concerns; atmosphere of science classroom; participation form). The details of the six categories can be summarized as follows: (1) major factors were revealed to be practical work, fun, teacher, community and others; (2) the power structure of classroom community was in the order of peer students, teacher, and individual student himself/herself; (3) the focused domains of the science classroom perceived by students were more about affective and behavioral domains than cognitive one; (4) major student concerns were teachers’ teaching, having practical work, and the understanding of and the sharing of knowledge and opinions (5) science classroom atmosphere was noisy and pranky but fun and interesting; (6) the students participation forms were to be total participation or voluntary participation or cooperative practice. Through this study, not only suggesting the framework, but we could also get implications for the cultural aspects of science classroom based on the results of data analysis in this study.

Using Cultural Categories in Language Classroom Discourse

이요안 담화·인지언어학회 2010 담화와 인지 Vol.17 No.2

Lee, Yoan. 2010. Using cultural categories in language classroom discourse. Discourse and Cognition 17.2, 69-94. Culture is a constant companion in the language education curriculum; it is an important object of teaching while teaching itself can be considered cultural. The question is to what extent cultural phenomena can be described analytically from within the local contingency of classroom interaction; after all, it is through social interaction that we encounter, act on, and thus experience culture. In prior research, language classrooms are analyzed in reference to underlying cultural categories with particular focus on the nonnative identities of the students. This line of research, however, takes for granted the detailed ways in which the participants discover and act on cultural categories. Building on Harvey Sacks’ revolutionary work on membership categories (1972) in conversation analysis (CA), the present study argues that the parties to classroom interactions recognize and produce categories in their talk and their categorical works influence the discourse forms they use. Based on the transcribed talk exchange in college classrooms in USA and Korea, this paper offers an alternative way to examine how categories are used in classroom interaction and what forms of discourse are generated (Sogang University)

Understanding of Science Classrooms in Different Countries through the Analysis of Discourse Modes for Building “Classroom Science Knowledge” (CSK)

( Phil Seok Oh ),( Todd Campbell ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.3

This study explored how teachers and students in different countries discursively interact to build ``Classroom Science Knowledge`` (CSK) - the knowledge generate situatedly in the context of the science classroom. Data came from publicly released 8th grade science classroom videos of five nations who participated in the Third TIMSS (Trend in International Mathematics and Science Study) video study. A total of ten video-recorded science lessons and their verbatim transcripts were selected and analyzed using a framework developed by the researchers of the study. It was revealed that a range of discourse modes were utilized and these modes were often sequentially connected to build CSK in the science classrooms. Although dominant discourse modes and their sequences varied among different lessons or different countries, the study identified three salient patterns of science classroom discourse: teacher-guided negotiation and the sequences of exploring - building on the shared and retrieving - elaborating. These patterns were found to be different form the discursive features commonly witnessed in the community of professional scientists and interpreted as implying the existence of unique epistemic cultures shared in science classrooms of different countries. Further studies are suggested to reveal characteristics of these epistemic cultures of science classrooms, as well as to confirm whether any cultural traits inherently shape the differences in science classroom discourse among different nations.

연구논문 : 문화적 관점에서 학습환경 검사 도구 재해석하기 - 과학 교실문화 이해를 위한 활용가능성 탐색 -

장진아 ( Jina Chang ),나지연 ( Jiyeon Na ),송진웅 ( Jinwoong Song ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.2

This study, based on literature review and theoretical discussion, reinterprets the learning environment instruments from cultural perspectives and suggests the applicability of learning environment instruments for understanding science classroom cultures. To do this, the existing learning environment instruments are first investigated and compared in terms of their features and utilizations appeared in previous studies. The learning environment instruments are then reinterpreted in the light of culture. Finally, we suggest the possibilities to use the learning environment instruments to understand science classroom cultures. The results of this study can be summarized as follows. First, the learning environment instruments, by interpreting them culturally, could be interpreted in cultural ways and used as the alternative ways to explore science classroom cultures. Second, the learning environment instruments, such as WIHIC and CLEQ, could be interpreted both along the dimension of phenomena in classrooms and the dimension of students’ psychology in order to investigate science classroom cultures. Third, the instrument items could be interpreted culturally in different ways according to the description types of instrument items. Thus, when learning environment instruments are used in culture research, the description types should be sufficiently taken into account. Based on the results of this study, educational implications are discussed in terms of exploring classroom cultures and of culture research.

Korean Teachers’ Communication Styles and a Listening Skill as a Key to Their Cross-cultural Teaching

Lee, Soo-In 한국실천신학회 2019 신학과 실천 Vol.0 No.65

As a process of exchanging information and feelings, communication plays a significant role in human life. At the same time, communication is the heart of the learning process. Through communication, people are able to teach and learn. However, communication is not free from the influence of culture. Although Korea is in a transitional Western culture, there are unique characteristics in communication patterns in Korean classroom due to the traditional Korean culture. As a high-context and collectivistic culture, Korean culture leads people to communicate in indirect, implicit ways. Also, one-sided communication is pervasive in Korean classrooms according to Confucianism. Furthermore, many Korean teachers employ authoritarian manners in teaching their students according to the Confucian mindset. These cultural characteristics of communication can be a hindrance to effective interaction between teachers and students, particularly in cross-cultural contexts. The first goal of this study is to provide Korean teachers, who will teach in other cultures, with a better understanding of their own culture and communication styles. The second goal of this study is to offer listening skills as the first step for a culturally responsive teaching. Here, the importance of listening skills for cross-cultural teaching was examined and rediscovered. Many Korean teachers exercise a one-way communication in their classrooms. They are not adequately trained for open communication. Therefore, Korean teachers need to enhance their listening skill as the key to developing a successful cross-cultural teaching. In order to learn another culture, one must build a close relationship with students in different cultures, and make a connection to their communities; listening can be the first step.

유아교실문화에 대한 문화 기술적 연구

임부연(Lim Boo-Yeun),김성숙(Kim Sung-Soug) 한국열린유아교육학회 2010 열린유아교육연구 Vol.15 No.5

유아교실은 교사의 잘 짜인 일과표에 따라 기계처럼 움직이는 정적인 교실공간이 아닌 아이들이 웃고 울고 속삭이고 떠들고 살아가는 생명의 ‘터’로서 다양한 문화적 현상을 만들어 간다. 본 연구는 최근 교실문화를 새롭게 이해하고자 하는 교육학적 노력에 부응하여 유아교실의 다양한 문화적 양태들을 있는 그대로의 문화현상으로 밀착 관찰하였으며, 각기 상이한 교육철학을 가진 3개의 유아교육기관의 만 4세반을 각각 선정하여 총 30회기동안 비 참여 관찰과 교사면담, 연구자일지 등의 자료를 수집하였다. 수집된 자료의 질적 특성을 분석하고 비교학적 분석을 시도한 결과, 본 연구에 참여한 세 개의 유아교실은 매우 독특한 문화현상을 보여주었으며, 특히 규칙과 질서, 관계와 소통, 그리고 앎과 배움을 만들어 가는 과정에서 교사와 유아들의 자기 조직적인 창조적 질서에 의해 끊임없이 반복하고 변화하는 의미 있는 교실문화를 보여주었다. This study attempted an enthnographic study on 'classroom culture' in three early childhood institutions, which have different pedagogy and philosophy such as national curriculum, Waldorf approach and Cooperative Child Care approach. Three 4-year-old classroom was selected from each institution for unanticipated observation for three months at each classroom. Data included videos, fieldnotes, interviews with the teachers and children. The results of the study showed that each classroom has formed unique culture which is implicitly different from each other. It tuned out that the different classroom culture was gained from each different teacher's belief and values. This study has focused particularly on the order and rule in space of classroom, and the speech and communication style between the teacher and children, and the learning and teaching. This study suggested that teachers' role and belief on play and teaching played very significant role in shaping the classroom culture. Conclusively it needs that early childhood educators should pay more attention on classroom culture which moves and makes progress everyday in rhythm of 'Chaos'.