북한이탈주민 자녀를 위한 정착지 학교의 교육지원 프로그램 효과성 연구

다국어 초록 (Multilingual Abstract)

This study starts with exploring reasons for rising dropout or maladjustment of children of North Korean defectors on the judgment that these children would not receive educational support that reflects their uniqueness. Currently, educational policies for the children of North Korean defectors are bound to the large category of multicultural education. Therefore, education, which is substantially required for the children of North Korean defectors, has not been carried out because the identical programs with children of international marriage family and migrant workers are enforced.
In this regard, this thesis attempts to examine the effectiveness of educational support program in settlement school for the children of North Korean defectors. 63 children of North Korean defectors attend J elementary school in Incheon where children of North Korea defectors are the greatest number across the country and educational support programs that reflect the uniqueness of these children are performed.
To achieve study purpose, it sets up research questions as follows:
Firstly, how are the educational support programs, which are conducted for the children of North Korean defectors in the elementary schools?
Secondly, are there any differences found in self-esteem between settlement elementary school students who receive educational support programs in school and elementary school students of the contrast group?
Thirdly, are there any differences in academic achievement between settlement students who receive educational support program in school and students of the contrast group?
To solve these research questions, this study set the experiment group with 46 students who attend J elementary school, where 63 children of North Korean defectors attend and the contrast group with 36 students: 14 students of adjacent D elementary school, 14 students of K elementary school, and 11 students of S elementary school. From March 2010 to October 2011, educational support programs that focus on the improvement in their academic achievement that reflects their uniqueness as well as improvement in social capability, and cultural capability was carried out to the experiment group, while education in the large category of multicultural education was conducted to the contrast group like existing schools.
Since educational goals of settlement school are the systematic adaptation education and improvement in basic education, self-esteem and academic achievement of the experiment group and the contrast group were compared. As the measurement tool of self-esteem, Self-Esteem Inventory(SEI), developed by Coopersmith(1987) and revised by Kim Myeong Hee (2009) was used and pre-test and post-test were performed. For statistical analysis, SPSS 12.0 was used, and significance level of p<.05 was set. In terms of improvement in academic achievement, assessment questions that were set by Dongbu Education Office in Incheon metropolitan city were used.
To complement the shortcomings of quantitative research, interviews with learners, parents, and home-room teacher were conducted by using semi-structured questionnaire papers, and data were collected through observation journal of home-room teachers, counselling diary of students and teachers, and monitoring of parents' interviews.
Results obtained by this study are as follows:
Firstly, self-esteem of the experiment group that received educational support programs that reflect the uniqueness of children of North Korean defectors showed a significant difference in comparison with the contrast group. Even though the degree of improvement is small, it might be a remarkable outcome because self-esteem is not significantly improved for a short term.
Secondly, academic achievement of the experiment group was improved far more than that of the contrast group. One noticeable thing is that students who received the education of educational support program over 2 years showed a great improvement. This demonstrates that academic improvement programs that reflect their uniqueness were effective.
Therefore, these results show that educational support programs that reflect the uniqueness of children of North Korean defectors are certainly required for general elementary schools that play a role of improving in systematic adaptation education and fundamental academic ability of students.
However, some problems can occur in performing such educational support programs in general elementary schools.
Firstly, operational expenses are lacking in carrying out educational support programs for the small number of children (no more than 10) of North Korean defectors.
Secondly, children or parents of North Korean defectors are not willing to be exposed, so that they have a tendency of avoiding individual counselling or learning instruction.
Thirdly, due to the frequent shift of school manager or person in charge of instruction agency, the professionalism and continuity in work are difficult.
Therefore, in order to solve these problems, some suggestions are made as follows:
Firstly, professionalism of home-room teachers should be improved. Effective learning instruction and various counseling activities and program activities should be performed through appropriate allocation of teachers who take charge of children of North Korean defectors.
Secondly, to promote continuity of operation and educational activity, the reinforcement of school internal capabilities and professionalism of school should be secured through the cooperation of relevant institutions and local community. Individual divisions should utilize its Know-How for the unity and connection.
Thirdly, if children of North Korean defectors are allocated to the places where children of North Korean defectors are concentrated to some degree, educational support programs that reflect their uniqueness are available like J elementary school, located in Incheon and the tende

국문 초록 (Abstract)

이 연구는 해마다 증가하고 있는 북한이탈주민의 자녀가 일반 학교에 적응하지 못하고 중도탈락하거나 대안학교에 진학하는 이유가 일반 학교에서 그들의 특수성을 반영한 교육지원을 못하고 있기 때문이라는 생각에서 출발하였다. 현재 북한이탈주민 자녀들에 대한 교육정책은 다문화 교육이라는 큰 범주에 묶여 국제결혼이나 이주 노동자의 자녀와 똑같은 프로그램을 실시하고 있어 그들에게 실질적으로 필요한 교육이 시행되지 못하고 있다. 이에 북한이탈주민의 정착지가 인근에 있어 전국에서 가장 많은 수인 63명의 북한이탈주민 자녀가 재학 중이고 이들의 특수성이 반영된 교육지원 프로그램을 실시하고 있는 인천의 J초등학교 북한이탈주민 자녀를 대상으로 북한이탈주민 자녀를 위한 정착지 학교 교육지원 프로그램의 효과성을 알아보고자 하였다. 이러한 연구 목적에 따라 다음과 같은 연구문제를 설정하였다.
첫째, 정착지 정규 초등학교에서 북한이탈주민 자녀를 위하여 실시하는 교육지원 프로그램은 어떠한가?
둘째, 북한이탈주민 자녀를 위한 교육지원 프로그램이 실시되는 정착지 정규 초등학교의 학생과 비교집단 학생의 자아존중감에는 차이가 있는가?
셋째, 북한이탈주민 자녀를 위한 교육지원 프로그램이 실시되는 정착지 정규 초등학교의 학생과 비교집단 학생의 학업성취도에는 차이가 있는가?
이러한 연구문제를 해결하기 위하여 전국에서 제일 많은 수인 63명의 북한이탈주민 자녀가 재학 중이고 이들의 특수성이 반영된 교육지원 프로그램을 실시하고 있는 인천의 J초등학교 학생 46명과 인근 D초등학교 14명, K초등학교 11명, S초등학교 11명인 36명의 북한이탈주민 자녀를 비교집단으로 하여 실험집단에는 2010년 3월부터 2011년 10월까지 그들의 특수성이 반영된 학력 향상, 사회적 역량 향상, 문화적 역량 향상에 중점을 둔 교육지원 프로그램을 실시하였고, 비교집단은 기존의 학교처럼 다문화교육이라는 큰 범주 안에서 교육을 실시하였다.
정착지 학교에서의 교육목표가 체계적인 적응교육과 기초학력향상이기 때문에 실험집단과 비교집단의 자아존중감과 학업성취도를 비교하였다. 자아존중감 측정도구는 Coopersmith(1987)가 개발한 자아존중감 검사지(Self-Es
teem Inventory; SEI)를 김명희(2009)가 수정 보완한 것을 사용하여 사전, 사후 검사를 실시하였고 통계처리는 SPSS 12.0을 사용하였으며 유의수준은 p<.05로 설정하였다. 또한 학업성취도 향상 정도는 인천광역시 동부교육청에서 학업성취도를 알아보기 위해 출제한 평가 문항을 활용하였다. 또한 양적 연구의 단점을 보완하기 위해 반구조화된 면담지를 이용하여 학습자와 학부모, 담임교사와 면담을 실시하였고 담임교사의 관찰일지, 학생과 교사의 상담일지, 학부모면담 참관을 통해 자료를 수집하였다.
이 연구를 통하여 얻어진 결과는 다음과 같다.
첫째, 북한이탈주민 자녀의 특수성을 반영한 교육지원프로그램을 적용한 실험집단은 비교집단에 비해 자아존중감에 유의미한 차이가 있는 것으로 나타났다. 자아존중감은 단기간에 크게 향상되기 어려움에도 불구하고 통계적으로 유의미한 차이가 있었다는 것은 교육의 효과를 입증하는 것이며 그들의 특수성을 반영한 지속적인 교육지원 프로그램이 필요함을 의미하는 것이다. 둘째, 실험집단의 학업성취도는 비교집단에 비해 향상되었다. 특히 국어 과목이 많이 향상되었는데 대부분의 학업성취도 평가가 지필 평가로 이루어지는 만큼 한글이 서툰 북한이탈주민 자녀에게 한국어 실력을 향상시켜주는 프로그램은 우선적으로 필요하며 이를 반영한 J초등학교의 교육지원 프로그램은 효과가 있었음이 입증된 것이다.
그러나 일반 초등학교에서 북한이탈주민 자녀를 위한 교육지원 프로그램을 실행하는 데에는 여러 가지 문제점이 발생한다. 첫째, 10명 남짓한 소수의 북한이탈주민 자녀를 위해 많은 예산을 들여 교육지원 프로그램을 실행하기에는 운영 경비가 부족하다. 둘째, 북한이탈주민 자녀나 학부모 중에는 자신들의 신분이 노출되는 것을 극도로 꺼리기 때문에 개별적인 상담지도나 학습지도를 꺼리는 경향이 있다. 셋째, 학교 관리자나 지도기관 담당자의 잦은 인사이동으로 업무 추진의 전문성 및 연속성의 확보가 어렵다.
따라서 이러한 문제점들을 해결하기 위해 몇 가지 제언을 하고자 한다.
첫째, 담당 교사의 전문성이 향상되어야 한다. 북한이탈주민 자녀를 전담할 교사의 배치를 통해 효과적인 학습지도와 다양한 상담활동과 프로그램 지원 활동이 이루어져야 할 것이다.
둘째, 운영의 연속성과 교육활동의 지속성을 도모하기 위해 관련 기관과 지역사회와의 협력을 통해 학교의 내부 역량이 보다 나은 효과와 전문성을 확보할 수 있도록 하며, 기관별로 이루어진 각각의 프로그램들이 통일성과 연계성을 갖도록 노하우를 축적해야 할 것이다.
셋째, 북한이탈주민의 정착지가 배정되고 인근의 학교로 전입하게 될 때 학생들을 분산해서 배치하기 보다는 인근의 학교 중에 거점학교를 선정하여 학생들을 집중적으로 배정한다면 인천의 J초등학교처럼 그들의 특수성을 반영한 교육지원 프로그램 운용이 가능할 것이고 자신들의 신분이 노출되는 것을 꺼리는 경향도 줄어들 것이다.

핵심어: 북한이탈주민자녀, 정착지 학교의 교육지원프로그램, 자아존중감

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성········································· 1
• 2. 연구문제···············································4
• 3. 용어의 정의··········································· 4
• 4. 연구의 제한점········································· 6
• Ⅱ. 이론적 배경 및 선행연구
• 1. 북한이탈주민 자녀의 이해····························7
• 2. 북한이탈주민 자녀의 학교교육 현황 및 실태·········15
• 3. 북한이탈주민 자녀 교육기관의 교육과정·············30
• 4. 자아존중감············································49
• 5. 선행연구 고찰·········································51
• Ⅲ. 연구 방법 및 절차
• 1. 연구 대상··············································56
• 2. 연구 설계··············································57
• 3. 연구 도구··············································58
• 4. 연구 절차··············································59
• 5. 자료 처리·············································61
• Ⅳ. 정착지 정규 초등학교의 교육지원 프로그램
• 1. 실태 및 현황··········································62
• 2. 교육지원 프로그램의 구성····························64
• Ⅴ. 연구 결과
• 1. 사전 검사··············································83
• 2. 사후 검사··············································85
• 3. 질적 연구 결과········································88
• Ⅵ. 결론 및 제언
• 1. 결론···················································104
• 2. 제언···················································106
• 참고문헌··················································108
• 부록······················································112
• ABSTRACT·············································116