小集團 問題-解決 對話의 敎育에 관한 硏究

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine an effective teaching strategy of problem-solving dialogue which was carried out in class hours by the small group of elementary school students. For this, the current status of linguistic interaction of elementary school students' problem-solving dialogue was examined and then the teaching method was worked out. The effective teaching strategy was presented as a method of experiment and research.
In order to grope after an teaching strategy that was appropriate for domestic situation, the investigator examined the current status of education of small group's problem-solving dialogue and elementary school students' problem-solving dialogue and then looked into its problems. Although the small group dialogue was presented in Korean language curriculum and Korean language textbooks, it was far from interactive dialogue and therefore could not provide much help to the improvement of small group dialogue-related communication ability in reality. However, teachers applied the small group dialogue to nearly all the cognitive curricula more than once per week and sensed the necessity of guidance for the methodology of small group communication.
As for the modality of elementary school students' small group dialogue, the detection of problems was not realized systematically and therefore dialogue was not carried out efficiently in general in the step of problem detection. And their dialogue was susceptible to the conditions of project fulfillment. In the exploration step of problem solving methods, the exploration of learning strategy had great influence upon the contents of dialogue. When the sequence of dialogue was fixed, dialogue didn't proceed dynamically. In the step of problem-solving, the mutual negotiation-oriented cognitive composition of meaning was active in the exploratory dialogue, but the joint composition of meaning was not taken place in the competitive dialogue and the achievement of learning was unsatisfactory as well. In the step of assessment, participants' confirmation of contents was taken place and the expression of satisfaction and sharing the sense of fulfillment were observed. Based on these findings, the stepwise educational contents of small group dialogue for problem-solving were groped after.
On the other hand, in the step of problem-solving, the cognitive meaning composition-related communication strategy was examined in order to find out an efficient strategy. In addition, by examining the relationship between these strategies and learning fulfillment, a core strategy of problem-solving was looked into and then the factor of teaching/learning was extracted.
Based on the above study findings, the educational methodology of small group's problem-solving dialogue was examined. The educational content of small group's problem-solving dialogue was classified into the contents of teaching/learning of problem-solving dialogue for project proceeding, relationship maintaining and cognitive composition of meaning. By presenting the contents of guidance and strategies of dialogue in every area, together with related examples of dialogue and methods of guidance, the contents of guidance were established in detail.
As for the educational model of small group's problem-solving dialogue, the model of dialogue was established as 'problem detection → thinking of problem-solving methods → problem-solving → assessment. And the model of teaching/learning was established as 'scaffold setting → project presentation → [carrying out small group's problem-solving dialogue] → checking.
As for the effective methods of guidance for small group dialogue, cooperative learning method and self-leading learning method were examined and then made children carry out dialogue by making themselves familiar with the control function of communication techniques of cooperative learning. In addition, by using the self-checking method which was based on the self-assessment model of self-leading learning, the plan of teaching/learning was presented.
Two 5-year classes at an elementary school were established as an experiment group and a control group and then applied the problem-solving educational methodology to the experiment group, thus educating them and verifying its effects. Study findings showed that small group's learning of problem-solving dialogue was effective upon the improvement of solving capability of learning projects and ability of dialogue. In addition, the problem-solving dialogue-oriented teaching/learning method seemed to promote the discourse of question, response, idea organization and idea sophistication and effective for the dialogue of exploration as well.
This study seems to be meaningful in that it concretely presented a strategy of small group dialogue with which children could consider others, cooperate with them and cultivate the attitude of problem-solving, and teachers could carry out the education of small group communication effectively.

국문 초록 (Abstract)

이 연구의 목적은 초등학교 수업 시간 중 소집단 속에서 학생들 간에 이루어지는 問題-解決 對話의 效果的인 敎育 方案을 제시하는 데 있다. 이에 이 연구에서는 초등학교 학생들의 문제-해결 대화의 言語的 相互作用 實態를 파악하여, 敎授 ․ 學習 方法을 具案하고 실험 연구 방법으로 효과적인 敎育 方案을 제시하였다.
초등학생들의 小集團 對話 樣相을 分析하여 본 결과, 問題 把握 단계에서 문제 파악이 구조적으로 되지 않아 대화가 효율적으로 수행되지 않은 경우가 많았으며, 과제 수행 조건에 민감하게 영향을 받았다. 問題 解決 方法 探索 단계에서는 학습 전략에 대한 탐색이 대화 내용에 큰 영향을 주었다. 대화 순서가 고정되면 대화가 역동적으로 진행 되지 못하였다. 問題 解決 단계에서는 탐구 대화에서 상호 교섭에 의한 인지적 의미 구성이 활발하게 나타났으나 경쟁 대화에서는 공동 의미 구성이 일어나지 않았으며 학습 성취도 미흡하였다. 評價하기 단계에서는 참여자들에 의한 내용 확인이 일어나며 만족감 표현, 성취감 공유하기 등이 일어나는 것을 관찰하였다. 이러한 분석을 바탕으로 소집단 문제-해결 대화 단계별 교육 내용을 추출하였다.
한편 문제-해결 단계에서 인지적 의미 구성에 관련한 意思疏通 戰略들을 살펴보고 효율적인 전략들이 무엇인지 검토하였다. 또 이러한 전략과 학습 성취와의 상관 관계를 조사하여 핵심적인 문제-해결 전략이 무엇인지 찾아내어 교수․학습 요소를 추출하였다.
이상의 연구를 바탕으로 소집단 문제-해결 대화 교육 방법을 구안하였다. 小集團 問題-解決 對話 敎育 內容은 課題 進行, 關係 維持, 認知的 意味 構成을 위한 문제-해결 대화 교수․ 학습 내용으로 나누어 제시하였다. 각 영역별 지도 내용과 대화 전략과 그에 따른 대화 예시를 제시하고 교수․학습 방법을 제시하여 지도 내용을 구체화하였다.
小集團 問題-解決 對話 敎育 模型으로는 대화 모형을 ‘문제 파악하기→ 문제-해결 방법 생각하기→ 문제 해결하기→ 평가하기’를 설정하였고, 교수 ․ 학습 모형으로 ‘비계설정→과제 제시→〔소집단 문제-해결 대화하기〕→점검하기’ 단계를 구안하였다.
소집단 대화에 효과적인 교수․학습 방법으로 협동 학습법과 자기 주도 학습법을 검토하고 협동 학습의 의사소통 기술 조절 기능을 익혀 대화하도록 하였다. 또 자기 주도 학습의 자기 평가 모형에 입각한 자기 점검 방법을 활용하여 교수․ 학습안을 제시하였다.
초등학교 5학년 2개 학급을 실험 집단과 통제 집단으로 선정하여 실험집단에 문제-해결 교육 방법을 적용하여 교육한 뒤 그 효과를 검증하였다. 그 결과 소집단 문제 해결 대화 학습이 학습 과제 해결 능력과 대화 능력 향상에 효과가 있었다. 또 問題-解決 對話 敎授 ․ 學習 方法은 언어적 상호작용에서 질문, 반응, 아이디어 조직, 아이디어 정교화 발화를 촉진하는 것으로 나타났으며 탐구 대화에 효과적이었다.
이 연구는 소집단 대화 시 남을 배려하고 협동하며 問題를 해결하려는 態度를 涵養하고, 소집단 의사소통 교육을 효과적으로 할 수 있는 방안을 구체적으로 제시하였다는 데 그 意義가 있다.

목차 (Table of Contents)

• 1. 緖論 1
• 1.1 硏究 目的 1
• 1.2 硏究 對象과 硏究 方法 4
• 1.3 先行 硏究 檢討 12
• 2. 小集團 問題-解決 對話의 本質 20
• 2.1 小集團 問題-解決 對話의 特性 20
• 2.2 小集團 問題-解決 對話의 原理 40
• 3. 國語科 敎育課程과 小集團 問題-解決 對話의 樣相 45
• 3.1 國語科 敎育課程과 國語 敎科書 分析 45
• 3.2 小集團 問題-解決 對話 樣相 分析 59
• 4. 小集團 問題-解決 對話의 敎育 內容과 方法 103
• 4.1. 問題-解決 對話의 敎育 內容 103
• 4.2 小集團 問題-解決 對話 敎育 方法 116
• 4.3 檢證 및 論議 131
• 5. 結論 165
• 參考文獻 168
• 附 錄 181
• 국문초록 216
• [Abstract] 218