PBL을 활용한 미디어 리터러시 신장 방안 연구 -중학교 미술 중심으로- = A Study on the Improvement of Media Literacy Using PBL - Focused on Middle School Art -

국문 초록 (Abstract)

본 연구의 목적은 ‘디지털 네이티브’라 불리는 청소년들에게 미디어 리터러시 능력의 필요성을 느끼며 미술교과에서 이를 신장할 수 있는 수업을 모색하는 데 있다. 유비쿼터스 환경에 놓인 청소년들에게 스마트 폰과 인터넷은 세상을 연결해주는 소통의 공간이다. 그들에게 시각 이미지의 영향력은 날로 커지고 미디어를 읽고 쓸 수 있는 능력의 미디어 리터러시는 21세기 핵심 능력이 되었다. 미술교육에서도 넘쳐나는 시각이미지들로 시각문화교육이 중요한 위치를 차지하게 되었다.
소셜미디어시대의 미디어 리터러시는 과거 ‘이해’ 능력 중심에서 ‘참여’와 ‘소통’ 능력 중심으로 이행되고 있다. 수용자는 스스로 미디어시대의 주체가 되어야 할 필요가 있다. 따라서 미디어 리터러시는 더 이상 예방적 차원이나 학습 도구의 차원에 머무르면 안 되고 학습자가 주도하는 구성주의 맥락에서 바라봐야 한다. 이에 문제중심학습이 미디어 리터러시 능력을 신장시키는 데 도움이 된다고 판단하여 수업 방안을 구성하였다.
본 연구의 결과는 다음과 같다. 첫째, 미디어 리터러시 교육을 진행하는 방법으로 PBL을 적용한 것은 효과적이었다. 문제중심학습을 통해 미디어를 파악하고 문제해결을 위해 정보를 수집 및 활용하여 비판적 시각을 늘리는 데 긍정적인 영향을 주었다. 둘째, 학생들 스스로 기법을 이해하고 해결 방법을 모색해 나가는 과정을 통해 문제해결에 자신감을 갖게 되었다. 셋째, 학생들의 수업 평가에 있어서 PBL의 교수학습과 제작, 지식과 이해, 상호협동, 교사의 역할의 측면에서 다수의 학생들이 긍정적인 평가를 내렸다. 또한 전통적인 미술수업 보다 미디어 리터러시 증진에 긍정적인 평가를 내렸다.
이상의 결론들을 종합해 보면, PBL 모형을 적용한 스톱모션 캠페인 애니메이션 제작 미술수업은 학습자의 문제해결력 함양에 긍정적인 영향을 미친다고 할 수 있다. 또한 학습자가 미디어를 통한 수업이 아닌 미디어에 대한 수업을 통해 미디어 리터러시 능력을 신장 시킬 수 있다.
미술이 다양한 미디어를 담고 있고 시각문화미술교육이 강조되고 있지만 정작 미디어 교육은 다른 교과 중심으로 이뤄지거나 미디어를 읽기 정도에 머무르고 있다. 미술교과가 미디어 리터러시를 증진시키기 위한 효과적인 교과임을 인지하고, 실제 교육현장에서 체계적으로 이루어지도록 미술과 수업사례연구와 그 효과성을 검증하는 후속 연구가 적극적으로 이루어져야할 것이다. 이에 본 연구가 향후 효과적인 미디어 교육 프로그램 개발 전략을 수립하는 데 도움이 될 수 있을 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the requirement of media literacy ability for 'digital native' and look for a lecture that can expand it in the arts curriculum. For young people in the ubiquitous environment, smart phones and the Internet are a space for communication that hooks up the world. For them, the influence of visual images grows day by day, and the media literacy ability to read and write media has become a essential competence of the 21st century. Visual culture education has become an significant place in visual arts.
Media literacy in the social media era has been shifted from the center of 'understanding' ability to the point of 'participation' and 'communication'. The person who accepts it needs to be the subject of the media age himself. Therefore, media literacy should no longer remain in the dimension of preventive or learning tools, but should be viewed in the context of the constructor that is led by the learner. Therefore, it was considered and made up a lesson plan that problem - based learning helps to improve media literacy ability.
The results of this study are as follows. First, it was effective to use PBL as a way of conducting media literacy education. Problem-based learning has positively influenced the understanding of the media and the collection and utilization of information for problem solving to increase critical thinking. Second, students became confident in problem solving through the process of understanding techniques and finding solutions. Third, a large number of students gave a positive evaluation in terms of teaching and learning, production, knowledge and understanding, mutual cooperation, and the role of teachers in the evaluation of students' PBL. In addition, it gave a positive evaluation to promoting media literacy rather than traditional art classes.
In conclusion, it can be said that artistic lessons of animation of stop motion campaign animation applying PBL model positively influence learner's problem solving ability. In addition, learners can expand media literacy skills through lessons about the media rather than lessons through the media.
Art has various media and visual culture art education is emphasized, but media education is centered on other subjects or reading media. It is important to recognize that the arts curriculum is an effective curriculum to promote media literacy, and to conduct follow-up research to verify the case studies of arts and classes and their effectiveness so that they can be organized systematically in the actual education field. Therefore, this study can help to develop effective media education program development strategy in the future.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론·········································································1
• 1. 연구의 목적································································1
• 2. 연구 방법 및 제한점·····················································3
• Ⅱ. 미디어 리터러시의 이해············································4
• 1. 미디어 리터러시 개념의 확장···········································4
• 1)미디어 리터러시 교육의 패러다임···································5
• 2. 미술교육에서 미디어 리터러시 교육의 필요성······················14
• 1)시각문화와 미술교육·················································14
• 2)미술교육에서 미디어의 의의········································18
• Ⅲ. 미디어 교육 방법으로서의 문제중심학습···················21
• 1. 문제중심학습(Problem-based learning : PBL)의 특징과 효과····21
• 1)문제중심학습의 구성주의적 특성···································21
• 2)문제중심학습의 학습과정 모형·····································31
• 2. 커뮤니케이션 능력으로서의 미디어 교육·····························35
• 1)소통을 위한 네트워크 미디어의 활용······························36
• Ⅳ. PBL을 활용한 미술과 미디어 리터러시 지도 방안·····38
• 1. 단원의 설정································································38
• 1) 단원명·································································39
• 2) 단원 선정의 이유····················································39
• 3) 단원의 학습 목표····················································41
• 2. 수업 내용 및 지도 계획················································42
• 1) 문제중심학습(PBL)을 활용한 지도 계획·························42
• 2) 지도 방법·····························································44
• 3) 단원의 지도 계획····················································44
• 4) 평가 계획·····························································46
• 5) 지도상의 유의점·····················································47
• 3. 교수-학습 지도안·························································47
• 4. 연구 결과 및 분석·······················································62
• Ⅴ. 결론········································································73
• * 참고문헌········································································76
• * 부록·············································································78
• * ABSTRACT···································································85