비대면 미술교육에 있어서 온라인 원격 실기 수업의 유형별 도구 활용과 효과 연구

노수진 부산대학교 대학원 2021 국내석사

COVID-19 has confused the world and has caused major changes in all fields such as society, economy, education, culture and art. In school education, along with socio-economic losses, school attendance was interrupted and unprecedented online lessons began amid concerns about educational disparities. Online lessons started unprepared, adding to the confusion between teachers and students. Also differences in the educational environment of individual students and inadequate construction of the teaching environment for teachers led to a decline in the quality of education. This has resulted in severe educational disparities among students. In particular, non-face-to-face lessons in art subjects have turned art education into a one-way character. Art subjects are subjects with handmade characteristics, and unlike other subjects, the percentage of practical lessons is high. In the process of education, teachers need to observe the process of student expression activities and provide immediate feedback, which is not easy in a non-face-to-face environment. Teachers and students cited the difficulty of two-way communication due to inadequate construction of the online lesson environment as the reason why non-face-to-face art lessons are not running smoothly. Researcher considered solutions, noting that teachers spend a lot of time building non-face-to-face lesson environments and selecting media. In order to solve this, researcher raised the need to prepare standard environment settings for interactive online art practical lessons and to study practical lesson management plans. In addition, the purpose of the research was to create an environment for improving the quality of online art classes so that teachers can provide high-quality lessons that induce students' interest and voluntary participation in the lessons. In order to understand the necessity of this study, researcher investigated the types of art lessons since the online class and the types and characteristics of art materials, tools, digital devices, and applications used by teachers and students. In order to understand the current state of online art class operation, reference materials, news articles, and online class casebooks published by the National Office of Education were analyzed, and research-related interviews were conducted with current middle and high school art teachers. Through interview analysis, it was possible to know the total class hours of art subjects conducted from the first semester of 2020 to the first semester of 2021 and the ratio of class operation in the areas of experience, expression, and appreciation. On the other hand, I was able to understand the types of lessons that are run based on the subject area and the difficulties that teachers are experiencing in non-face-to-face lessons. Based on the materials collected in the interview, the researcher navigated the equipment, tools, and applications suitable for non-face-to-face interactive practical lesson operation in order to build a standard environment for online art classes. The researcher selected the tools and applications required for the lesson based on the compared and analyzed data, and prepared the standard environment settings for the remote actual lesson based on the experimental results. The equipment required for the real-time interactive art practice class is three monitors using a PC or laptop, a smart phone camera, a camera with a built-in laptop computer, a microphone, a light, a tablet PC, a smart touch pen, a tripod, and a vertical shooting stand. It consists of a hub and a mirroring system. In order to prepare standard environment settings and investigate the effects of Elements specific to each type of practice specialization elements and environment setting, we divided the art practice types into four and presented an example of a lesson plan that can be used in actual art classes. In the on-tact era, remote systems have become an indispensable element. The standard setting for non-face-to-face remote art practice classes proposed by researcher is to prepare for another infectious disease that cannot be predicted in the future. We hope that the results obtained in this research will be usefully utilized in the actual field of art education and that online art practical lessons will be effectively managed.

비대면 상황에서의 상호작용적 미술 실기 수업 모형

조하은 충북대학교 2023 국내석사

2019년 12월에 코로나19가 퍼지고 우리 사회의 다방면에서 변화가 시작되었다. 교육계에서는 전염병의 확산을 막기 위해 온라인 개학을 시행하였다. 부족한 준비 속에서 시작된 온라인 수업은 교사와 학생 모두에게 혼란을 가져왔으며, 그 결과로 교육의 질적 저하와 학습결손이 발생하였다. 특히 미술과 같이 실기 비중이 높은 예체능 교과의 수업에서는 더욱 심각했다. 상호작용이 어려운 비대면 환경 속에서는 상호작용이 필수적인 실기수업의 운영이 쉽지 않았다. 연구자가 현직 교사와의 인터뷰를 통해 발견한 비대면 교육의 문제점은 크게 세 가지로, 상호작용적 시스템 결여, 온라인 학습도구 미흡, 정부의 정책적 지원 부족이다. 연구자는 그중에서 즉각적으로 수정이 가능한 상호작용적 시스템에 주목하여 원격수업의 문제점을 해결하고자 한다. 본 연구에서는 상호작용적 교수-학습방법을 활용하여 비대면 미술 실기수업을 설계하고, 수업에 적용하여 원격수업의 문제를 해결하는데 어떤 효용성이 있는지 검증하고자 한다. 본 논문에서는 비대면 교육의 문제점을 해결하기 위한 상호작용적 교수-학습방법으로 블렌디드 러닝, 플립러닝, 역동적 평가, 하브루타 학습법을 제시한다. 연구자는 이 중에서도 하브루타 학습법을 응용하여 2인 1조 토의식 개념학습을 고안하여 수업에 적용하였다. 또한 개념학습을 실기활동으로 옮기는 과정에서 디지털 매체를 활용하여 원격수업에서도 원활한 상호작용을 할 수 있도록 수업을 설계하였다. 이후 수업을 직접 실행하며 학생들의 반응을 관찰하고, 수업을 통해 나온 학생들의 결과물을 분석하여 다음과 같은 결론을 도출하였다. 첫째, 2인 1조 토의를 통한 개념학습은 다양한 의견을 공유하는 과정에서 창의력 향상을 기대할 수 있으며, 자신의 의견을 정리하고 제시하는 과정에서 논리력을 증진시킬 수 있다. 또한 또래학생과의 소통을 통해 사회성을 신장시킬 수 있다. 둘째, 디지털매체를 통한 표현 활동은 표현력의 한계를 넘어서는 창의적인 작품 활동이 가능할 뿐만 아니라 실질적인 표현력 향상으로 이어질 수 있다. 셋째, 작업과정을 공유하는 협업 프로그램과 학생들과 소통할 수 있는 학급관리 서비스 등 온라인 학습도구의 특징과 장단점을 파악한다면 비대면에서도 미술 실기 수업이 충분히 가능하다. 코로나19의 종식이 가까워지면서 대면수업으로의 복귀가 시작되었지만, 4차 산업혁명을 통해 초연결 사회가 되면 원격수업이 보편화될 것이라는 전망도 있다. 다시 원격수업이 널리 퍼지게 된다면 이번과 같이 아무런 준비 없이 맞아서는 안 된다. 그러한 상황에서 비대면 미술 실기 수업을 운영하는 데 본 연구가 도움이 되기를 기대한다. In December 2019, COVID-19 spread and changes began in various aspects of our society. The educational community conducted remote classes to prevent the spread of infectious diseases. Remote classes, which began in insufficient preparation, caused confusion for both teachers and students, resulting in poor quality of education and learning deficits. In particular, it was more serious in classes in arts and physical education subjects with a high proportion of practical skills such as art. In a non-face-to-face environment where interaction is difficult, it was not easy to operate practical classes where interaction is essential. There are three main problems of non-face-to-face education that researchers found through interviews with incumbent teachers: lack of interactive systems, lack of online learning tools, and lack of government policy support. the researcher attempts to solve the problem of remote classes by paying attention to an interactive system that can be immediately modified. This research attempts to verify the effectiveness of designing and applying non-face-to-face art practical classes using interactive teaching-learning methods to solve the problem of remote classes. For this, I present blended learning, flip learning, dynamic evaluation, and habruta learning methods as interactive teaching-learning methods. Among them, the researcher devised and applied the conceptual learning of a group of two by applying the habruta learning method to the class. In addition, classes were designed to facilitate smooth interaction in remote classes by using digital media in the process of transferring conceptual learning to practical activities. After that, the following conclusions were drawn by directly executing classes, observing the students’ reactions, and analyzing students’ results through classes. First, the conceptual learning of a group of two can be expected to improve creativity in the process of sharing various opinions, and logic can be improved in the process of organizing and presenting one’s opinions. In addition, social skills can be improved through communication with peers. Second, expression activities through digital media can not only enable creative work activities that go beyond the limits of expression, but can also lead to practical improvement of expression. Third, if you understand the characteristics and advantages and disadvantages of online learning tools such as collaboration programs that share work processes and class management services that can communicate with students, practical art classes are possible even in non-face-to-face. Although the return to face-to-face classes began as the end of COVID-19 approached, some predict that remote classes will become common when a hyper-connected society becomes through the 4th Industrial Revolution. If remote classes become widespread again, we should not be hit without any preparation like this time. In such a situation, I hope that this research will be helpful in operating non-face-to-face art practical classes.