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정신지체 특수학교 수업의 교사 -학생간 질의응답 분석 연구
전경미 ( Kyong-mi Jeon ),전병운 ( Byung-un Jeon ) 한국유아특수교육학회 2003 유아특수교육연구 Vol.3 No.1
본 연구는 정신지체 특수학교 수업장면에서 발생하는 교사-학생간 질의응답을 분석하여 교사와 학생이 주고받는 의사소통 유형을 탐색함으로써, 교수-학습의 효율성 향상을 위한 기초 자료를 마련하는 데 목적이 있다. 이를 위해서 정신지체 특수학교 초등부 4, 5, 6학년 국어, 사회과 수업을 분석자료로 사용하였으며, 이성호(1999)의 교수행동의 이행에 따른 질문 유형과 주삼환(1988)의 질문분석표, Hyman의 질의 응답 분석법을 기초로 하여, 예비검사 후 정신지체 학생들에게 나타나지 않는 항목은 수정 보완하였다. 연구 결과는 다음과 같다. 첫째, 교사의 질문 유형의 특성은 교사들은 지금 가르치고 배우는 특정내용에 집중하도록 하는 초점을 맞추기 위한 질문을 가장 많이 하고, 학생들의 응답이 없거나 답이 부적절할 때 보충 정보를 제공하는 부가적인 보조질문을 거의 하지 않으며, 질문 유형을 한 두가지만 사용하고 질문을 명확하고 구체적으로 하지 않고 있는 것으로 나타났다. 둘째, 학생들의 응답태도 특성은 학생들은 교사의 질문에 한 단어나 간단한 동작으로 응답하고 있으며, SQ 40이하인 학생들은 수업에서 소외됨이 나타났다. 셋째, 상호작용 유형은 교사주도형 “요청-응답-반응”의 구조와 “요청-응답”의 구조이며, 대화 연쇄 구조에 변형이 일어나는 경우는 거의 없었다. The purpose of this study is to analyze question and respond between teacher and students and examine the communication type they exchange, so to find out whether this interaction between teacher and students is appropriate or not, and prepare a foundation of effort for improving efficiency of teaching-learning. To accomplish the purpose of this study, The researcher used Language Arts and Social Studies lessons from 4, 5, 6th grade in mental retardation school recorded by the researcher personally as a analysis data, and based on question type according to performance of teaching action by Lee Sung Ho(1999),Analysis table of student responding attitude by Ju Sam Hwan(1988) and Analysis method of question and answer by Hyman, the researcher used analysis frame after correcting sub-items of preliminary examination. The result of analysis is described below. First, the common peculiarity of question from the teacher was first, they ask questions focusing on certain matter about currently teaching and learning, and this is due to the intellectual level of children with mental retardation is poor. Second, they seldom ask additional subsidiary question(6.5%) which provide supplementary information when students can not respond or the respond was inappropriate, third, generally the questioning technique is insufficient. To improve the efficiency of lessons, it is important to improve the efficiency of questions which take large part of the lesson, but the teachers have tendency to ask questions with their own speech habits, and they repeat one or two types of questions. Therefore, teacher themselves need to work continuously on examining their question type and improving question technique. Next, examining the responding attitude of students, the answers are related to teachers’ questions, and generally dependent to teachers’ request. From the analysis results of this study, it showed that the word respond and non-word respond was 84.4% from answers of students and that means the students respond to teachers’ questions by words or simple action. But, students who are under SQ40 show their respond percentage about 8.2% which is very low. This means that the students are alienated from lessons and this gives awareness of serious demand for lessons by level. Finally, the interaction type is mainly structure of teacher-leading request- answer- response and structure of “request-answer”, and there is little change in conversational chain structure. The common peculiarity of interaction type defined in this study was first, the use of various requesting speech from teachers is insufficient. Because of the peculiarity of children with mental retardation, lack of linguistic ability, intellectual inferiority, lack of voluntary and active participation, there suppose to be many requests and questions from teachers so the teachers have to use various kinds of requesting speech to make students participate in lessons and to lead the class. Second, the appropriate response from teachers is insufficient. The response from teacher is a part of effective teaching process by returning information to individual about the action of students or suitableness of the response. Therefore, teachers should provide appropriate feedback by relating with the responses from students.
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