정신지체 특수학교 수업의 교사 -학생간 질의응답 분석 연구 = An Analysis of Questions and Responds between a Teacher and Students in Classes for children with Mental Retardation

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze question and respond between teacher and students and examine the communication type they exchange, so to find out whether this interaction between teacher and students is appropriate or not, and prepare a foundation of effort for improving efficiency of teaching-learning.
To accomplish the purpose of this study, The researcher used Language Arts and Social Studies lessons from 4, 5, 6th grade in mental retardation school recorded by the researcher personally as a analysis data, and based on question type according to performance of teaching action by Lee Sung Ho(1999)，Analysis table of student responding attitude by Ju Sam Hwan(1988) and Analysis method of question and answer by Hyman, the researcher used analysis frame after correcting sub-items of preliminary examination.
The result of analysis is described below.
First, the common peculiarity of question from the teacher was first, they ask questions focusing on certain matter about currently teaching and learning, and this is due to the intellectual level of children with mental retardation is poor. Second, they seldom ask additional subsidiary question(6.5%) which provide supplementary information when students can not respond or the respond was inappropriate, third, generally the questioning technique is insufficient. To improve the efficiency of lessons, it is important to improve the efficiency of questions which take large part of the lesson, but the teachers have tendency to ask questions with their own speech habits, and they repeat one or two types of questions. Therefore, teacher themselves need to work continuously on examining their question type and improving question technique.
Next, examining the responding attitude of students, the answers are related to teachers’ questions, and generally dependent to teachers’ request. From the analysis results of this study, it showed that the word respond and non-word respond was 84.4% from answers of students and that means the students respond to teachers’ questions by words or simple action. But, students who are under SQ40 show their respond percentage about 8.2% which is very low. This means that the students are alienated from lessons and this gives awareness of serious demand for lessons by level.
Finally, the interaction type is mainly structure of teacher-leading request- answer- response and structure of “request-answer”, and there is little change in conversational chain structure. The common peculiarity of interaction type defined in this study was first, the use of various requesting speech from teachers is insufficient. Because of the peculiarity of children with mental retardation, lack of linguistic ability, intellectual inferiority, lack of voluntary and active participation, there suppose to be many requests and questions from teachers so the teachers have to use various kinds of requesting speech to make students participate in lessons and to lead the class. Second, the appropriate response from teachers is insufficient. The response from teacher is a part of effective teaching process by returning information to individual about the action of students or suitableness of the response. Therefore, teachers should provide appropriate feedback by relating with the responses from students.