내용중심 영어․미술 통합 학습의 초등교실 현장 적용 연구

서지정보

· 발행기관 : 이화여자대학교 교과교육연구소
· 수록지 정보 : 교과교육학연구 / 13권 / 3호
· 저자명 : 배지영, 우길주

목차

I. 연구의 필요성 및 목적
II. 이론적 배경
III. 연구 내용 및 방법
IV. 연구결과
IV. 결론 및 제언
참고문헌

초록

미술을 활용한 내용중심 통합학습은 초등학생들에게 영어 학습에 대한 흥미를 유발하여 보다 재
미있고 적극 참여할 수 있게 하는 하나의 방안이 될 수 있다. 본 연구의 목적은 실험연구를 통해
초등교실 현장에서 영어와 미술의 내용중심 통합 학습의 적용 방안과 그 효과를 검증해 보고 이를
토대로 내용중심 통합학습의 적용에 대해 개선할 수 있는 방안을 제시하는 것이다. 이를 위해 미술
과의 내용 중 영어와의 통합이 가능한 주제를 추출하여 다양한 미술활동과 결합하여 초등학생에게
적용하여 그들의 듣기․읽기 영역과 정의적 영역에 어떠한 영향을 미치는지 연구해 보았다. 그리
고 미술을 활용한 내용중심 통합학습의 특성으로 인해 수준별 집단에 미치는 영향이 다를 것이라
는 예상을 토대로 연구를 진행했다.
본 연구의 결론은 다음과 같다. 1) 영어․미술 내용중심 통합학습이 초등학생의 듣기와 읽기 능
력, 그리고 정의적 영역에 긍정적인 영향을 끼친다. 2) 미술 수업의 특징으로 인해 작품 활동을
하는 동안 체계적인 듣기 입력 자료의 개발과 적용이 필요하다. 3) 수준별 집단 중 하집단에 미술
을 활용한 내용중심 통합학습의 효과가 더 큰 것으로 나타났으므로, 단순한 시각적 자료로 그치지
않고 다양한 문자 언어를 포함한 자료의 개발이 필요하다. 4) 과제의 특성상 가정과 연계가 가능하
여 과제를 통한 지속적인 노출에 용이하다.

영어초록

The purpose of this study was to provide opportunities for students to communicate in
English through an art class. The current English education in South Korea for fourth graders
focuses largely on listening and verbal communication. In Korea, where students do not have
many opportunities to practice English outside the class, more opportunities should be
provided to communicate in English through content-based classes. Thus, it is essential to
develop an effective curriculum to help students develop their confidence in English
communication through content-based instruction.
In the current study, fourth grade students in an elementary school in Busan were selected
to study the effects of English communication integrated in an art class. The experimentation
class combined art curriculum in their class activities. An English listening and reading test was
also given to the experimentation class in order to measure the increase of the students'
listening and reading abilities after the treatment. Furthermore, a survey on the interest level,
confidence, self-discipline, and academic participation of the students were also conducted for
the study.
Positive effects on the learners' listening and reading abilities, as well as the affective factors,
were expected to be found. This hypothesis was studied and observed according to high,
middle, and low levels. In addition, the effects of the gender variable (boys vs. girls) was
examined as well. The results are as follows. First, content-based art instruction improved the
students' English listening and reading abilities. Students were able to integrate the content
using previously-learned knowledge from different art-related activities, which allowed them to
read and to listen naturally in an English-speaking context. Second, the study also showed
positive effects of the learners' interest, confidence, self-discipline, and academic participation.
Additionally, content-based art instruction led to learning through various art activities, and
gave the students an enhanced interest in English. Students were stimulated to use English
more positively because they had already learned the content from previous art-related
activities. Third, the study was more effective with low level students. There was a meaningful
improvement in the low level students' English listening, reading abilities. There were no
meaningful differences in the cognitive test results for the students' gender; however,
content-based art instruction was meaningful for the girls' parts.
In conclusion, the current study increased the listening and reading abilities of the students
and had a positive impact on the English class. Moreover, content-based art instruction was
more effective with low level students because they were able to study English through various
art-related activities.

참고자료

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