중등 국어수업에 적용된 커뮤니티기반 탐구학습모형의 효과

서지정보

· 발행기관 : 한국교육방법학회
· 수록지 정보 : 교육방법연구 / 18권 / 1호
· 저자명 : 강명희, 김새롬

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 연구 결과
V. 결론 및 제언
참고문헌

초록

본 연구는 커뮤니티기반 탐구학습모형을 활용하여 진행한 중등 국어과의 국어 지식과 문학수업에서 학생들의 만족도와 성취도가 전통적인 강의식 수업과 비교하여 차이가 있는지를 분석하고, 모형적용 수업의 효과성을 검증하는데 목적이 있다. 본 연구의 대상은 경기도 소재 T중학교 2학년 2개 반 74명 학생으로, 이들은 실험집단(36명)과 통제집단(38명)으로 나뉘어 6 주간 총 12차시 연구수업에 참여하였다. 연구결과는 첫째, 국어 지식과 문학영역 모두에서 커뮤니티기반 탐구학습모형을 적용한 실험집단의 수업 만족도가 강의식수업으로 진행된 통제집단보다 통계적 으로 유의미하게 높은 것으로 나타났다. 둘째, 국어 지식과 문학 두 영역의 학업성취도 비교에서도 실험집단이 통제집단에 비해 통계적으로 유의미하게 높은 성취도를 보였다. 이는 커뮤니티기반 탐구학습모형의 활용 효과성이 중등 국어과의 특성이 다른 두 영역 즉 구조화되고 체계적인 영역의 국어지식과 비구조적이고 총체적인 문학 모두에서 효과적인 수업 모형임을 입증한 결과로 사료된다. 향후 세부적인 지침을 포함한 연구가 지속되어 국어과 수업에서도 학습자가 동료 학습자들과 함께 온라인과 오프라인을 넘나들면서 적극적이고 능동적으로 수업에 참여하고 비판적이고 창의적인 사고를 배양해 나갈 수 있는 학습자 중심 수업방안이 마련되기를 기대한다.

영어초록

The main focus of interest in this study is shown through the following four questions. 1) What is the difference in the satisfaction level between the traditional lecture group and the community based inquiry learning model group in relation to the field of Korean language? 2) What is the difference in the academic achievement level between the traditional lecture group and the community based inquiry learning model group in relation to the field of Korean language? 3) What is the difference in the satisfaction level between the traditional lecture group and the community based inquiry learning model group in relation to the field of Korean literature? 4) What is the difference in the academic achievement level between the traditional lecture group and the community based inquiry learning model group in relation to the field of Korean literature? To test the above topics of interest, the study selected 74 eighth grade students from T Middle School as participants in the study. Assessment selections for the fields of Korean language and literature were made prior to the beginning of the study. Then a teaching and learning plan was developed for both the traditional offline lecture group and community based inquiry learning model group, which was followed by a three week lesson. To measure the satisfaction and academic achievement level of both student groups, a satisfaction and academic achievement level assessment were developed and performed according to each field and group. Data were analyzed through an independent sample t-test. The results are shown below. First, the difference in the level of satisfaction between two groups showed a statistical significance, t = 2.58, p < .05. Therefore, the satisfaction level in the community based inquiry learning model utilizing blended learning strategy group proved to be higher than that of the traditional offline lecture group. Second, there was a statistical significance in the level of academic achievement between the two groups, t = 2.45, p < .05. Third, in relation to the field of literature, there was a statistical significance in the difference in satisfaction level between the two groups, t = 2.18, p < .05. Finally, in relation to the area of literature, the difference between the two groups when assessed by the formative assessment and performance assessment, showed a significant difference in the level of academic achievement, formative evaluation: t = 2.18, p < .05, performance assessment: t = 2.14, p < .05.

참고자료

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