초등학교 사회과 '역사영역'의 발문 개선 방안에 관한 연구 = (A) Study on the Improvement Measures of Questions in the 'History Domain' of the Social Science Subject of Elementary School

다국어 초록 (Multilingual Abstract)

This study set out to analyze the question patterns in the history domain of the sixth grade social science subject of the Seventh Curriculum and to compare the results with those of the Sixth Curriculum, identifying the change trends. It also aimed to survey teachers on their perception and utilization of the questions in the textbook, trying to narrow the gap between the intentions of the curriculum and the perceptions of the field teachers, as well as contributing to better teaching and learning methods through effective questions.
In analyzing the question patterns found in the social science textbooks, the 'Question Categories according to Thinking Patterns' by P. E. Blosser was used. The change trends were investigated.
In examining teachers' perceptions and utilization of the questions suggested in the social science textbooks, 350 teachers who have taught sixth graders were administered a questionnaire in the Gyeongsangbuk Province. The questionnaire focused on their perceptions and utilization of the questions.
The results suggested that the following problems should be resolved:
First, they need to decrease closed questions and increase open questions in order to enable children to develop balanced thinking power. In particular, the evaluative thinking questions that require children to engage in decision-makings and critical thinking should be increased among open questions.
Second, there should be a balance among the closed questions by raising the percentage of the convergent thinking questions that ask students to analyze and integrate data.
Third, there should be specific data helping solve the questions in the social science textbook or a detailed guidance about the solution process.
Fourth, the questions in the social science textbook should fit the students' level and reflect the elements that are familiar to them in their everyday experiences so that they can have more concern and interest in active participations.
Fifth, teachers need to pay ongoing concern and interest to planning and reorganizing teaching and learning of the questions in the social science textbook.
Finally, the following suggestions were made for future studies:
Compared to the Sixth Curriculum, the Seventh Curriculum has a higher ratio of open questions that help students to do imaginative, creative and critical thinking and provides more specific and diverse data and methods for problem solutions.
In an attempt to compensate for the problems drawn from the study, it would also be desirable to find a case in which the questions of a textbook were reorganized as open questions.

목차 (Table of Contents)

• 목차
• Ⅰ.서론 = 1
• 1.연구의 목적 = 1
• 2.연구의 동향 = 3
• Ⅱ.발문과 수업 기술에 대한 이론적 고찰 = 6
• 1.발문의 개념 및 분류 유형 = 6
• 2.블룸 (Bloom)의 인지 분류와 고등 사고 질문의 의미 = 12
• 3.Heider의 균형이론과 Festinger의 인지 불협화 이론 = 15
• 4.여러 가지 발문 전략 = 17
• Ⅲ.6, 7차 교육과정의 발문 유형의 변화 비교 분석 = 23
• 1.발문 유형의 분류 기준 = 23
• 2.발문 유형 및 변화 경향 분석 = 27
• Ⅳ.발문의 인식?활용 실태 및 개선 방향 = 32
• 1.「발문의 인식」에 관한 설문 문항 분석 = 32
• 2.「발문의 활용」에 관한 설문 문항 분석 = 39
• 3.설문 문항 분석 결과 연구자의 견해 = 44
• Ⅴ.결론 = 46
• 참고문헌 = 49
• Abstract = 51
• 부록 = 53