인문계 고등학교 입말이야기 교육 현장 연구

다국어 초록 (Multilingual Abstract)

The purpose of the present thesis was to provide a teaching model in teaching oral storytelling in high school Korean class. Also, by providing instances of its application in actual high school classes, the author investigated a way by which teaching of oral storytelling can be delivered effectively in class. The author is currently a Korean language teacher in a public high school, and has had many years of teaching experience on the subject.
In chapter two, the researcher has examined the need for experiential learning (i.e. actual practices in oral storytelling) for students to learn oral storytelling. To begin this process, experiential learning and teaching in class in general were examined first. Then, the concepts of "story" and "storytelling" were defined. Lastly, the need for guided-teaching of storytelling in class was examined with reference to experiential learning. The necessity of learning oral storytelling in high school class was investigated in its different aspects: the essential value of the oral storytelling, oral storytelling as a means for communication, oral storytelling as an educational experience, oral storytelling as a way to develop one’s skill in spoken language. It should be pointed out that the teaching of oral storytelling has not found its place in the overall education of Korean language. The future curriculum of Korean language in our high school classes should include more extensive teachings of oral storytelling.
In chapter three, a teaching program for the experiential learning of oral storytelling was developed. First, the principles in teaching oral storytelling through experiential learning were established. This was followed by introducing the participants in the present thesis, a class of the first grade high school students in Nam Hae Jae Il high school (grade and class number: 1-7). Then, a teaching model of the oral storytelling was shown. The teaching model was divided and described in three parts based on the students’ learning stages: preparation stage, expression stage, and reflection stage. The three stages was further divided into five smaller parts: 1. finding a story, 2. comprehending the story, 3. telling the story, 4. transcribing the story, 5. reflecting the story. Finally, some of the points that teachers need to be aware when teaching oral storytelling were mentioned at the end of chapter three.
In chapter four, a real class example of teaching oral storytelling through experiential learning was shown. In the first stage of teaching, of the five stages of the teaching model mentioned above, methods by which students search for stories were shown. In the second stage, the process in which students become thoroughly familiar with and understand their chosen story was shown. In the third stage, the main stage of the five, students told their prepared stories. Examples of students’ story-telling from class were presented. When they share their stories, an easy atmosphere in which students can talk freely was important. In addition, the student speaking should feel comfortable enough to speak in a manner that is of his or her everyday speaking. Prior training and/or instructions to students may be necessary to achieve this in class. In the fourth stage, students translated what they spoke into a written form so that they could reflect on their own story telling. One can use electronic mediums, such as a voice recorder, to capture spoken words and then transcribe each spoken word into writing. In the fifth stage, students analyzed the written version of their story and wrote one’s thoughts about their performance. In addition, they discussed their story with other students in class, talking about their presentation and receiving feedback from them. During the process, students learned how successful their communication through oral storytelling to their audience was. This was often accompanied by surprising discovery about their way of storytelling. The teacher played a role of organizing all participating student’s opinions and thoughts, and providing guidance and advices to help them learn skills in oral storytelling.
In chapter five, the summary, suggestions, and limitations of the present thesis were presented. The suggestions included that the education of oral storytelling should be taught using various modalities of language learning (speaking, writing, listening, etc), that teachers should utilize assessments of students’ performance in learning, that students should receive many opportunities in class to perform storytelling, that teachers should encourage students to tell stories in their everyday spoken language, that teachers should actively guide students in class to improve their skills in telling stories, and that storytelling should, at times, incorporated into interesting games and activities. Limitations of the current thesis were as follow: it has not investigated to a sufficient degree the relevant background theory in storytelling, it has not discussed non-linguistic aspects of storytelling, and it has not produced detailed criteria to evaluate the performance of students’ storytelling.

국문 초록 (Abstract)

이 논문에서는 연구자가 인문계 고등학교에서의 입말이야기 교육 경험을 바탕으로 입말 이야기 체험학습의 교수-학습 모형과 그 구체적인 실제의 지도 모습을 제시하고자 하였다.
제 Ⅱ장에서는 입말이야기 체험학습의 필요성을 챙겨 보았다. 이를 위하여 먼저 ‘체험학습과 현장 교육에 대하여 알아보고, 이어서 ‘이야기와 이야기하기’의 뜻넓이를 정리하고, 끝머리에는 입말이야기 현장 지도의 필요성을 체험학습 차원에서 들여다보았다. 그 필요성은 입말이야기 교육의 본디 차원에서, 매체 특성 차원에서, 교육과정 차원에서, 입말 문학 발전 차원에서 등으로 나누어 살펴보았다.
Ⅲ장에서는 입말이야기 체험학습을 설계하는 지도 계획을 챙겨 보았다. 먼저 입말이야기 체험학습의 지도 원리를 밝히고, 이어 지도 대상을 소개했다. 그리고 입말이야기 체험학습의 지도 모형을 만들어 제시하였다. 지도 모형은 ‘체험 과정’을 중심으로 하여 크게는 ‘준비 단계-드러내기 단계-되짚기(반성) 단계’의 3단계의 기본 틀을 바탕에 깔고, 이를 세분화하여 ‘이야기 붙들기 - 이야기 녹이기 - 이야기판 벌이기 - 이야기틀 뒤치기 - 이야기 속살 살피기’와 같은 5단계로 나누어 제시하였다. 끝에는 지도상의 유의점을 덧붙였다.
Ⅳ장에서는 입말이야기 체험학습의 실제 지도 모습을 챙겨 보았다. 제1단계 이야기 붙들기 단계는 학생들이 이야기 자료를 찾는 방법을 제시하였다. 제2단계에서는 이야기 녹이기 단계로 제1단계에서 붙든 이야기를 마음속에 새겨 자신의 것으로 만드는 단계의 과정을 보였다. 제3단계는 체험학습의 중심 단계로 준비한 이야기를 이야기판을 통하여 드러내는 과정과 학생들이 실제 이야기한 모습을 살폈다. 제4단계는 이야기틀 뒤치기 단계로 매체 변경 단계이다. 이야기를 하고 난 뒤 자신이 이야기한 모습을 살펴보기 위하여 입말을 글말로 바꾸는 활동을 하였다. 제5단계는 속살 살피기 단계이다. 앞 단계에서 뒤친 글말을 보면서 자신이 이야기한 모습을 분석하고 소감을 써 보고 이야기판에 함께한 다른 학생들과 함께 뒷이야기를 나누는 활동을 하였다.
제 Ⅴ장에서는 연구를 마무리 하면서 논문을 요약하고, 제언과 한계점을 정리하였는데, 실제 교육 현장에서 학생들이 입말이야기 능력을 기르기 위하여 이야기할 기회를 많이 주어야 함을 강조하였다.

목차 (Table of Contents)

• Ⅰ. 들머리 = 1
• 1. 연구의 목적 = 1
• 2. 선행 연구의 검토 = 5
• Ⅱ. 지도의 전제 = 8
• 1. 체험학습과 교육 현장 = 8
• 2. 이야기와 이야기하기 = 15
• 3. 입말이야기 현장 지도의 필요성 = 21
• Ⅲ. 지도 계획 = 33
• 1. 지도 원리 = 33
• 2. 지도 대상 = 34
• 3. 교수 학습 모형 = 34
• 4. 지도상의 유의점 = 39
• Ⅳ. 지도의 실제 = 41
• 1. 이야기 붙들기 = 41
• 2. 이야기 녹이기 = 47
• 3. 이야기판 벌이기 = 50
• 4. 이야기틀 뒤치기 = 72
• 5. 이야기 속살 살피기 = 75
• Ⅴ. 마무리 = 84
• 참고 문헌 = 88
• 부록 = 91