교수·학습 과정에서의 스토리텔링 활용 방안 체계화 연구

서지정보

ㆍ발행기관 : 한국초등국어교육학회 ㆍ수록지정보 : 한국초등국어교육 / 62권
ㆍ저자명 : 이현선, 최영환

목차

1. 서론
2. 스토리텔링 활용을 위한 기초 이해
3. 스토리텔링 활용 방안의 탐색
4. 스토리텔링 활용한 교수·학습의 실제
5. 요약 및 결론

한국어 초록

이 연구는 교수·학습 과정에서 스토리텔링을 체계적으로 활용하는 방안을 제시하는
데 목적이 있다. 이를 위해 먼저 국어교육에서 스토리텔링의 위상을 밝히고, 활용 가능
한 층위와 방식을 살펴보았다. 그 후 교수·학습을 구성하는 목표, 모형과 절차, 주체와
관련지어 스토리텔링의 활용 방안을 탐색하였다. 이를 바탕으로 스토리텔링을 활용한
교수·학습의 설계 단계를 제시하였다. 이 연구를 통해 교사는 자신의 필요와 목적에
맞게 스토리텔링을 활용할 수 있게 될 것이다.

영어 초록

The purpose of this study is to suggest a systematic use of storytelling in teaching
and learning process. For the basic understanding of storytelling, the status of
storytelling in Korean language education is clarified, and the available level and
utilization method are suggested. Based on the teaching and learning elements and
their relevance, after systematizing the utilization of storytelling, design process of
teaching and learning using storytelling is suggested.
In Korean language education, storytelling serves both as a goal and as a method
of teaching and learning. Levels that utilize storytelling in teaching and learning can
be divided into the level of producing stories and the level of utilizing stories. The
way to utilize stories in teaching and learning process can be divided into
‘story-making’ and ‘story-breaking’. The ‘story-making’ method combines the
knowledge to be learned with the story (form) and provides it in a contextual form.
The ‘story-breaking’ method separates the story from the knowledge to be learned,
and provides them in a de-contextual form.
To explore the utilization plan of storytelling in the teaching and learning
process, how to use storytelling in relation to teaching and learning elements should
be examined. Teaching and learning elements can be divided into goals, models,
procedures, and subjects. And we can adapt the way to utilize stories, which is
‘story-making’ and ‘story-breaking’, into every elements according to theirs’ aim.
The design process of teaching and learning utilizing storytelling can be
summarized as follows. First, identify goals and determine the subject to be provided
through storytelling. Second, it identify teaching and learning models and procedures and determine whether or not storytelling is necessary and where it is applied. Third,
determine the subject to utilize storytelling. Fourth, determine how to utilize
storytelling.
Through this study, the teacher can utilize storytelling in a way that is suitable for
achieving the goal in the teaching and learning process, and will utilize the
storytelling freely reflecting the characteristics of class and student.

참고 자료

없음