일반고의 교수학습 질 분석:계층이 다른 평준화 고등학교를 대상으로 = Equalization policy and educational quality

다국어 초록 (Multilingual Abstract)

In this paper, I discuss in what ways schooling is influenced by social class and to what extent there are differences in terms of quality of education of schools located in the same city where equalization policy is applied. The data was collected for the case study in 2005, which is part of project to evaluate the equalization policy(Ⅲ) by Korean Educational Development Institute. I discuss how teachers expect students at each, how the lessons are taught, how individual differences are considered, how the evaluation is being made, and how the teachers make efforts to improve the quality of lessons.
The most general type of school lesson is teacher-based lecture type lesson. Even though the grades, social classes, and interests of the students are prominently unlike, the “interesting lessons”, “lessons to learn from”, and “well-taught lessons” have some features in common. Students are concentrated, and are satisfied during lessons when the teachers trust the learning ability of all students, explain basic concepts and principles so that students can easily understand, give opportunities to solve the problems by themselves, create a learning atmosphere in which students can easily get help from the teacher or other students, systemize checking the students’ability to solve problems and understand, and are highly humorous.
Even these lessons are not enough to regard the individual differences of the students. The lack of consideration towards individual difference was also a significant factor that made students dependent on private institutes or private tutors. In order to level up the quality of school education, it is necessary to overcome uniform educational culture and develop an educational culture that respects and regards each individual and pursues ease all together. However, it is not necessary to physically separate the space of students to respect and regard individuals. We can see that it is possible to be satisfied with the lesson quality studying both together and separately in the same space is from the examples of so called “lessons to learn from” and “good lessons”.

국문 초록 (Abstract)

이 연구는 평준화 지역에 있는 계층이 다른 세 고교를 대상으로 교수학습과정의 질을 분석하였다. 교수학습과정의 질 분석은 학생에 대한 기대, 강의형태, 학생 참여 및 집중도, 개인차 배려정도, 고차적 사고력 함양 여부, 평가를 중심으로 이루어졌다. 이 과정에서 계층별 차이가 어떻게 나타나는지를 논의하였다. 교사들이 기대하는 학생들의 학력은 계층에 따라 차이를 보였지만 진도 나가기라는 교사노동과도 관련을 보였다. 일반적인 강의형태는 계층의 차이 없이 강의식 수업이었다. 학생들이 “배울만한 수업” 이라고 하는 것은 계층이나 성적과 무관하게 모든 학생들의 학습가능성을 믿고 학생과의 교감이 높으며, 기본 개념이나 원리를 쉽게 설명하고, 사고력을 높이려고 노력하였다. 하지만 이러한 수업도 개인차의 반영이라는 점에서는 미약했으며, 이는 학생들이 사교육에 의존하는 하나의 원인이 되었다. 중상위층 학생과 학부모들은 입시중심의 수업방식을 요구하고 교사의 평가에 잦은 이의를 제기하였는데, 이는 교사들의 교수학습 질 개선 노력을 위축시켰다. 교수학습의 질 개선은 교사의 노력만이 아니라 대입 등에서 바람직한 지식과 평가 체계에 대한 변화가 수반되어야 함을 시사했다.

참고문헌 (Reference)

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