중학교 국어과 문법 영역의 ‘집중형 탐구학습’에 대한 연구 = A Study on the ‘Partly Concentrated Inquiry Study’ for the Grammar Field of Korean in Middle School

다국어 초록 (Multilingual Abstract)

This study takes notice that the inquiry study is a desirable teaching and learning method for the teaching of korean grammar. And I have an intention of being put the inquiry study is practice in the korean grammar teaching of the educational spot. As the result of it, I'd like to present a model of the inquiry study which is easy to practice considering the actually educational given-condition.
For this, first of all, I tried to find out the meaning and limit analyzing the study precedent related to the model of the inquiry study of grammar. And I paid heed to the direction of grammar teaching in the present national curriculum and the meaning of the inquiry study.
I also made up a question to the teachers and students for the subject of study to know the problems of the grammar teaching and the inquiry study being carried out in the educational spot. As the result of it, the problems applied the existing inquiry study became known in many quarters of teachers, learners, curriculums, teaching materials, model of the inquiry study and the educational given- condition etc.
In this study I overcame such problems and presented the developmental model of the 'partly concentrated inquiry study' to activate the use of the inquiry study all the more.
The partly concentrated inquiry study presented in this study was developed on the basis of the 'observation and analysis', 'the explanation and generation', 'the judgement and application' as a subordinate item of 'inquiry' in the contents system of the grammatical field of national curriculum revised in 2007. I translated the three subordinate items of inquiry into the parts of the inquiry process, and I concentrated on each partial activities and made the inquiry study realize in a period of unit. And I strengthened teacher's role rather than the existing inquiry study and raised the relative importance of the teacher's guidance, help, showing an example, explanation etc. I presented the teaching and learning plan followed by the model of the partly concentrated inquiry study, and I raised the meaning and the effect after the actual school work. It is as follows:
First, the partly concentrated inquiry study is still more effective and easier to use in view of time because the inquiry study can be finished in a period of unit.
Second, the preparation and making materials of teaching etc. for the inquiry study lighten teacher's charge.
Third, it makes the students who are short of the knowledge of grammar and the ability of inquiry lighten the charges of learning.
Fourth, it makes the students arouse the interest and attention about the grammatical field.
Fifth, the accumulation of the partly concentrated inquiry study activity makes the students extend various thinking power and ability of grammar.
Sixth, it contributes to activate the use of the inquiry study in the educational spot.
This study stresses the significance of the inquiry study being used at the education of Korean grammar once again and presents the model of the easier and more actual inquiry study for the practice. Hence, I can find out the significance of making the teachers who differ from the difficulty of teaching grammar at school get help.

목차 (Table of Contents)

• 제1장 서론 1
• 1.1. 연구 목적 및 필요성 1
• 1.2. 선행 연구의 검토 2
• 1.3. 연구 내용 및 방법 7
• 제2장 문법 교육과 탐구학습 8
• 2.1. 2007년 개정 국어과 교육과정의 문법 교육 8
• 2.2. 탐구학습의 특징과 교육적 의의 11
• 2.2.1. 탐구학습의 특징 11
• 2.2.2. 탐구학습의 교육적 의의 13
• 2.3. 탐구학습 활용의 문제점 16
• 2.3.1. 문법 교육 및 탐구학습의 실태 16
• 2.3.2. 탐구학습 활용의 문제점 및 한계 32
• 2.3.2.1. 교사 요인 33
• 2.3.2.2. 학습자 요인 34
• 2.3.2.3. 교육과정 및 교재 요인 37
• 2.3.2.4. 탐구학습 모형 요인 42
• 2.3.2.5. 현실적인 교육 여건 요인 44
• 2.3.3. 탐구학습 활용의 개선 방향 46
• 제3장 집중형 탐구학습의 연구와 실제 48
• 3.1. 집중형 탐구학습의 연구 48
• 3.1.1. 집중형 탐구학습의 개념과 모형 48
• 3.1.1.1. 분석형 탐구학습 50
• 3.1.1.2. 설명형 탐구학습 52
• 3.1.1.3. 적용형 탐구학습 54
• 3.1.2. 집중형 탐구학습의 의의 55
• 3.1.2.1. 사고력 측면의 교육적 의의 실현 56
• 3.1.2.2. 교사의 부담 축소 57
• 3.1.2.3. 학생들의 학습 부담 축소 및 흥미 유발 58
• 3.1.2.4. 시간 및 운용의 효율성 59
• 3.1.2.5. 깊이 있는 탐구 활동 59
• 3.1.2.6. 교육 현장에의 적용 가능성 확대 60
• 3.2. 집중형 탐구학습의 실제 60
• 3.2.1. 집중형 탐구학습 적용 가능 단원 60
• 3.2.2. 집중형 탐구학습 교수-학습 과정안 62
• 3.2.2.1. 분석형 탐구학습 교수-학습 과정안 62
• 3.2.2.2. 설명형 탐구학습 교수-학습 과정안 66
• 3.2.2.3. 적용형 탐구학습 교수-학습 과정안 69
• 3.2.3. 집중형 탐구학습의 효과 72
• 3.2.3.1. 수업 후 학습자 반응 72
• 3.2.3.2. 기존 수업 방법에 비한 장점 76
• 3.2.3.3. 기대되는 효과 79
• 제4장 결론 81
• 참고문헌 84
• 부록 88