초등학교 교실수업과 e-러닝의 부조화 -생태학적 관점에서의 수업관찰을 통하여 = Incongruity of Classroom Instruction and e-Learning in Elementary School -From Observation through the Ecological Perspective

다국어 초록 (Multilingual Abstract)

With the use of computer and internet in learning drew popular attention, e-learning was introduced into school. We expected that new instruction-learning method with great potentialities of student-centered would be realized through e-learning in the school. But, contrary to our expectations, e-learning is deviated from the origin in the classroom. As ever the main current in class is a teacher-centered lecture and teacher uses e-learning as a tool for lecture-centered instruction. Therefore, this study tried to investigated the cause of a problem in e-learning`s use and solution from the ecological perspective based on the reality of classroom instruction and teacher`s interview in an elementary school. From the ecological perspective, the classroom instruction was an organism that was affected complexly by the multiplicity of classroom environment. With the viewpoint of ecology some causes of problem in e-learning`s use are as follow. First, the number of students per a classroom was not apt for e-learning. Second, the curriculum of the number of subject, school hours degree, and textbook was not changed as compared with before. Third, national-centered e-learning policy without consideration for classroom instruction situation was being carried out only by output. Forth, there were so many school-administrative tasks and school events a teacher should be in charge of except classroom instruction. In this manner, the classroom instruction environment was a better place for traditional teaching method than e-learning, because that was still same as before except a computer and a projection TV. After all, e-learning is transformed itself into teacher-centered instruction program for surviving in current classroom instruction environment. Based on the result of this study, some suggestions for solution in e-learning`s problems are as follow. First, it was suggested that the choices of teacher training and teaching materials should be developed and popularized for e-learning to be applied in classroom instruction. Second, the number of computers per a classroom should be increased. Third, the number of students per a classroom should be decreased for student-centered learning activity with all possible and textbooks, the number of subject and instruction and the time per a class in uniform curriculum should be modified. Besides, learning subjects and contents in curriculum have to be cut down sharply. Forth, evaluation should be improved. Fifth, additional teacher``s works except classroom instruction have to be reduced.