초등학교 교실수업의 문화적 특징과 전개형태에 대한 해석적 연구 = (An) interpretative study on the cultural characteristics and developmental modes of lessons

다국어 초록 (Multilingual Abstract)

The aim of this study is to interpretatively scrutinize the cultural characteristics and developmental modes of lessons according to multi layer lesson contexts. And the purpose of this study is to properly understand phenomenon of lessons of the elementary schools through micro ethnography, discourse analysis and narrative interview.
The conclusions on the characteristics of teaching culture of the elementary schoolteachers are as follows:
First, the external evaluation of lessons is apt to overlook dynamics and power relationships of lessons according to multi layer lesson context and lesson components. Second, elementary schoolteachers should try to find a solution to create their own lesson theory and lesson method in their educational practices. Third, to change the classroom lesson, which is rooted in behaviorism, we need educational reconsideration about essential value and goal of education. Fourth, it is desirable that the presentation and accomplishment of lesson object is flexibly determined by the classroom situation, the teacher' viewpoint of lesson, and subject matter.
The conclusions on the characteristics of learning culture of the elementary school students are as follows:
First, the collectivism of learning culture is a subculture, which is derived from excessive collectivism in our society. To improve learning culture of collectivism, we need not only teachers' pedagogic role but also innovation of overculture about otherness and difference. Second, the learning culture of monologue and silence is rooted in adults' authoritative dialogue culture that reflects our sociocultural, historical contexts. To improve the learning culture of monologue and silence, we should change our age-patriarchism and power-oriented dialogue culture. Third, the passive learning culture of the students originated from adults' passive overculture on the political participation. To make an active learning culture that permits students' different thoughts and opinions, we need not only teaching strategies but also an active political culture. Fourth, the classroom lessons reflect our traditional learning culture. So, elementary schoolteachers should deliberately promote and ignore positive and negative aspects of our traditional learning culture. Fifth, the classroom lessons are currently determined by the negotiations and power relationships between teacher and students. Micro and subjective learning culture could reinvent new sociocultural contexts. Sixth, the resistant learning culture is generated by collision among student culture, adolescence culture, and teacher culture. Schoolteachers could amplify their educational authority through the understanding of not only student culture but also adolescence culture. Seventh, improved teaching and learning could be arrived at through not an classical dialogue but a cacophonous communication. Schoolteachers should have a linguistic connoisseurship to listen students' embodied voices. Schoolteachers are human being who expand the horizon of knowledge and life through understanding the students' narrative.
The conclusions on the cultural characteristics of physical environment were as follows:
First, physical time of classroom lessons have a multi layer time structure according to various lesson contexts and lesson components. Schoolteachers should maximize lesson effect in terms of multi layer time structure and effective time management. Second, schoolteachers should expand their psychical movement for classroom students. And schoolteachers should also alter students' seating arrangement according to their teaching method, subject matter, and condition of the students. Third, the members of other classroom and school should keep quiet to manage spatial use effectively. Additionally, slow and low voice of the teachers can be an effective strategy to prevent excess noise and clamor from inside and outside of the classroom.
The conclusions on the developmental modes of lessons according to multi layer lesson contexts were as follows:
Lessons of the elementary schools on the micro level were social phenomenon. This involves the interaction between teacher, student, subject matter in the limited time and spatial contexts. But lessons(teacher dominated lesson, student dominated lesson, curriculum dominated lesson, physical environment dominated lesson) at the micro level are variously developed by interactive relationships among curriculum, sociocultural, institutional, physical lesson contexts at the exo and macro level.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• Ⅱ. 이론적 배경 6
• 1. 교실수업의 문화적 특징 6
• 2. 교실수업에 대한 분석의 관점 33
• Ⅲ. 연구방법 40
• 1. 연구자의 시각 40
• 2. 연구 장소 및 연구 참여자 선정 42
• 3. 현장 들어가기 46
• 4. 연구방법과 절차 47
• 5. 자료의 수집과 분석 50
• 6. 타당도 작업 54
• Ⅳ. 수업에서의 교수문화 59
• 1. 외부압력에 대한 방어적 절충주의 59
• 2. 효율적인 교실수업을 위한 방법주의 71
• 3. 가치 차별적인 교과지식관 92
• 4. 개별적인 교실수업관 104
• 5. 물리적 시공간으로부터의 쫓김 119
• Ⅴ. 수업에서의 학습문화 128
• 1. 개인주의에 기초한 집합주의 128
• 2. 교사와의 파워게임 138
• 3. 과업 지향적 교과지식관 159
• Ⅵ. 수업과 물리적 시공간의 사용 167
• 1. 중층적인 시간사용 구조 168
• 2. 공간사용의 권력 176
• Ⅶ. 교실수업의 전개형태 187
• 1. 교실수업의 다층적 상황과 구성요소 187
• 2. 교실수업의 다양한 전개형태 196
• Ⅷ. 논의 212
• 1. 교실수업의 문화와 전개형태에 대한 재발견 212
• 2. 교실수업을 둘러싼 쟁점과 대안들 215
• Ⅸ. 결론 및 제언 221
• 참고문헌 226
• 부 록 236
• Abstract 248

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