사회과 질적 평가에 관한 지체부자유학교 교사의 인식 분석

신명규 ( Myung Gyu Shin ),김영한 ( Young Han Kim ),박영옥 ( Young Ok Park ) 한국초등특수교육학회 2012 초등특수교육연구 Vol.14 No.1

본 연구는 지체부자유학교 교사들을 대상으로 하여 현재 사회과 교육에 있어서 질적 평가에 대한 인식이 어떠한지 알아보는데 그 목적이 있다. 연구의 목적을 달성하기 위하여 대구와 부산에 위치한 지체부자유학교에 재직 중인 사회과 담당 교사 84명을 대상으로 조사한 다음 분석하였다. 그 결과는 다음과 같다. 첫째, 학습의 진단과 개선 및 발전을 위해 총평관이라는 평가관을 주로 가지고 있으며 질적 평가에 대한 개념을 평균 보다 높게 이해하고 있고 그러한 인식 이상으로 질적 평가가 필요하다고 생각하고 있다. 둘째, 60%이상의 교사들이 사회과 평가 중에 질적 평가를 50~70%정도 사용하고 있으며 문제해결 및 의사결정영역을 주로 관찰법, 포트폴리오, 서술형 평가를 사용해 수업 중에 학습활동이나 생활 활용성을 평가하는 것으로 나타났다. 이 때 총괄 혹은 형성평가에서 주로 질적 평가 방법을 사용한다. 셋째, 다양한 분야(목적 및 목표 구현, 교육방법 개선, 개별화 교육계획의 수정, 학생의 발달수준이나 개인차 파악)에서 긍정적인 영향을 준다고 생각하는 질적 평가가 실제 실시하기에는 질적 평가 방법 및 절차에 대한 이해, 시간, 참고자료 부족으로 활용에 어려움을 느끼고 있다. 아동의 특수성에 맞는 개별평가가 가능하다는 장점을 가지고 있으나 객관성의 문제를 단점으로 꼽을 수 있다고 인식하고 있었다. The purpose of this study was to find how the recognition on qualitative evaluation is in the education of social studies with teachers of special schools for the physically disabilities. The method of this study involved survey using questionnaires, which consisted of characteristics recognition, method recognition, and results utilization, The results of this study were as follows ; First, when evaluation is conducted with an evaluation philosophy of assessment for diagnosis, improvement and development, the social studies teachers of special schools for the physically disabilities who recognize the concept on qualitative evaluation higher than average for themselves consider that qualitative evaluation is needed more than recognized. Second, it has been shown that more than 60% of the teachers use the qualitative evaluation by 5 0~70% of the evaluations in social studies and that problem solving and decision making area has been evaluated through learning activities during class hours and life applications using observation method, portfolio, descriptive evaluation. In this case, it has been concluded that qualitative method is primarily used for assessment or formation evaluation. Finally, although the qualitative evaluations of social studies is considered to have a positive influence on all of purpose and goal realization, educational method improvement, modification of individualized education plan, and identification of development levels and individual differences, it has been revealed that their practical applications are perceived to be difficult due to the lack of understanding and time for the method and the procedure of qualitative evaluation and reference materials. According to the perception by the teachers of special schools for the physically disabilities, an advantage of application of social studies`s qualitative evaluation is that it made individual evaluation suited to children`s distinctiveness, whereas a disadvantage is the question of objectivity.

기본교육과정 사회과 교사용 지도서 내용에 대한 정신지체학교 사회 담당 교사의 인식 특성

탁나경 ( Na Kyoung Tak ),장종수 ( Jong Soo Jang ),신명규 ( Myung Gyu Shin ) 한국초등특수교육학회 2013 초등특수교육연구 Vol.15 No.1

본 연구는 기본교육과정 사회과 교사용지도서 내용에 대한 정신지체학교 사회과 담당교 사의 인식 특성을 연구하기 위하여 부산, 대구, 경북, 서울에 근무하는 교사를 82명을 대상 으로 2011년 8월부터 2012년 11월까지 15개월간 설문지법을 적용하여 진행하였다. 정신지체 학교 사회담당교사의 성별, 특수교육경력별, 근무지역별, 소지자격별, 주당수업시수별 등에 따른 기본교육과정 사회과 교사용 지도서의 내용에 대한 인식 특성을 살펴본 결과, 첫째, 사 회과 교사용 지도서의 총론 제시 내용에 대한 사회 담당교사의 인식은 성별과 근무지역별, 주당수업시수별에서는 큰 차이가 없지만 특수교육경력이 10년 이상인 사회담당교사와 특수 교사 자격증을 가지고 있는 사회담당교사일수록 인식이 높았다. 둘째, 사회과 교사용 지도서 의 단원 및 제재 제시 내용에 대한 사회 담당교사의 인식은 성별과 근무지역별에서는 큰 차 이가 없지만 특수교육경력이 10년 이상일수록, 특수교사 자격증을 가지고 있는 사회담당교 사일수록, 18시간 이상의 수업을 하는 교사일수록 인식이 높았다. 셋째, 사회과 교사용 지도 서의 차시 제시 내용에 대한 사회 담당교사의 인식은 근무경력별에서는 10년 이상의 경력을 가진 교사와 10년 이하의 경력을 가진 교사 사이에는 차이가 있었다. 본 연구는 기본교육과정 사회과 교사용지도서 내용에 대한 정신지체학교 사회과 담당교 사의 인식 특성을 연구하기 위하여 부산, 대구, 경북, 서울에 근무하는 교사를 82명을 대상 으로 2011년 8월부터 2012년 11월까지 15개월간 설문지법을 적용하여 진행하였다. 정신지체 학교 사회담당교사의 성별, 특수교육경력별, 근무지역별, 소지자격별, 주당수업시수별 등에 따른 기본교육과정 사회과 교사용 지도서의 내용에 대한 인식 특성을 살펴본 결과, 첫째, 사 회과 교사용 지도서의 총론 제시 내용에 대한 사회 담당교사의 인식은 성별과 근무지역별, 주당수업시수별에서는 큰 차이가 없지만 특수교육경력이 10년 이상인 사회담당교사와 특수 교사 자격증을 가지고 있는 사회담당교사일수록 인식이 높았다. 둘째, 사회과 교사용 지도서 의 단원 및 제재 제시 내용에 대한 사회 담당교사의 인식은 성별과 근무지역별에서는 큰 차 이가 없지만 특수교육경력이 10년 이상일수록, 특수교사 자격증을 가지고 있는 사회담당교 사일수록, 18시간 이상의 수업을 하는 교사일수록 인식이 높았다. 셋째, 사회과 교사용 지도 서의 차시 제시 내용에 대한 사회 담당교사의 인식은 근무경력별에서는 10년 이상의 경력을 가진 교사와 10년 이하의 경력을 가진 교사 사이에는 차이가 있었다. This study examines the characteristics of society teachers in the school for the mentally retarded about teachers` guideline of basic curriculum and aims to provide references to organize the future guideline for society teachers. It surveyed 250 society teachers worked in the schools for mentally retarded children all parts of the country, and collected 110 questionnaires was calculated average and standard deviation by each sub-sector, its significance was verified by independent sample t test and One-way ANOVA, Scheffe to check the difference by background variable. The result from analysis are as follows: First, the society teacher for society teachers` manuals and General Studies presented to recognize the sex and region, class hours per week a big difference, but by number of special education career more than 10 years, society teacher and a special education teacher certification in societyhigh teacher more aware. And sanctions proposed with society teachers` manuals and lesson society teacher recognized for significant differences in sex and region, but the special education career more than 10 years, more in charge of the society with a special education teacher certification teachers more, 18high or more hours of classroom teachers more recognition. Third, the society teachers` manuals and class presenting content for society teacher recognized career in the difference between a teacher with over 10 years of experience and teachers with less than 10 years of experience. Overall, generally teachers considered the contents in the introduction helped to understand the society education of basic curriculum so it is necessary to be supplemented such as the distribution of references including new theory and trend of society education like CD, actually helpful to teachers, and more information about introduction and choice activities suggested in units and topics, and more advices for activities in each step. Moreover, the aims of lesson would be described as the words that mentally retarded children could understand, the step of studying would be improved to help the clear arrangement of lesson, and the formative evaluation should suggest various evaluation viewpoints to assess the ability to research society of mentally retarded children.This study examines the characteristics of society teachers in the school for the mentally retarded about teachers` guideline of basic curriculum and aims to provide references to organize the future guideline for society teachers. It surveyed 250 society teachers worked in the schools for mentally retarded children all parts of the country, and collected 110 questionnaires was calculated average and standard deviation by each sub-sector, its significance was verified by independent sample t test and One-way ANOVA, Scheffe to check the difference by background variable. The result from analysis are as follows: First, the society teacher for society teachers` manuals and General Studies presented to recognize the sex and region, class hours per week a big difference, but by number of special education career more than 10 years, society teacher and a special education teacher certification in societyhigh teacher more aware. And sanctions proposed with society teachers` manuals and lesson society teacher recognized for significant differences in sex and region, but the special education career more than 10 years, more in charge of the society with a special education teacher certification teachers more, 18high or more hours of classroom teachers more recognition. Third, the society teachers` manuals and class presenting content for society teacher recognized career in the difference between a teacher with over 10 years of experience and teachers with less than 10 years of experience. Overall, generally teachers considered the contents in the introduction helped to understand the society education of basic curriculum so it is necessary to be supplemented such as the distribution of references including new theory and trend of society education like CD, actually helpful to teachers, and more information about introduction and choice activities suggested in units and topics, and more advices for activities in each step. Moreover, the aims of lesson would be described as the words that mentally retarded children could understand, the step of studying would be improved to help the clear arrangement of lesson, and the formative evaluation should suggest various evaluation viewpoints to assess the ability to research society of mentally retarded children.This study examines the characteristics of society teachers in the school for the mentally retarded about teachers` guideline of basic curriculum and aims to provide references to organize the future guideline for society teachers. It surveyed 250 society teachers worked in the schools for mentally retarded children all parts of the country, and collected 110 questionnaires was calculated average and standard deviation by each sub-sector, its significance was verified by independent sample t test and One-way ANOVA, Scheffe to check the difference by background variable. The result from analysis are as follows: First, the society teacher for society teachers` manuals and General Studies presented to recognize the sex and region, class hours per week a big difference, but by number of special education career more than 10 years, society teacher and a special education teacher certification in societyhigh teacher more aware. And sanctions proposed with society teachers` manuals and lesson society teacher recognized for significant differences in sex and region, but the special education career more than 10 years, more in charge of the society with a special education teacher certification teachers more, 18high or more hours of classroom teachers more recognition. Third, the society teachers` manuals and class presenting content for society teacher recognized career in the difference between a teacher with over 10 years of experience and teachers with less than 10 years of experience. Overall, generally teachers considered the contents in the introduction helped to understand the society education of basic curriculum so it is necessary to be supplemented such as the distribution of references including new theory and trend of society education like CD, actually helpful to teachers, and more information about introduction and choice activities suggested in units and topics, and more advices for activities in each step. Moreover, the aims of lesson would be described as the words that mentally retarded children could understand, the step of studying would be improved to help the clear arrangement of lesson, and the formative evaluation should suggest various evaluation viewpoints to assess the ability to research society of mentally retarded children.