동화활용 수학수업을 통해 얻게 된 특수교사의 실천적 지식 (Practical Knowledge of Special Education Teachers : Focusing on Math Classes utilizing Fairy tales)

서지정보

· 발행기관 : 한국지적장애교육학회
· 수록지 정보 : 지적장애연구 / 17권 / 1호 / 269 ~ 293페이지
· 저자명 : 이은혜, 임경원

초록

이 연구의 목적은 초등학교 특수학급에서 수학동화를 활용한 수학 수업을 실행하는 과정에서 변화하는 교사의 실천적 지식은 무엇이고, 그러한 지식이 시사하는 바가 무엇인지 알아보는데 있다. 이러한 연구목적을 달성하기 위하여 질적연구방법론 중 실행연구를 적용하였다. 연구참여자는 연구자이자 수업자인 교사 자신과 2명의 학급 학생, 그리고 4명의 참여관찰자이다.
연구 결과, 동화내용과 학생 수준에 적합한 과제분석을 통해 난이도 조절과 학습량 조절로 수행수준에 적합한 활동을 제시해야하며, 수업 과정 전반에서 학생의 성장에 대한 평가가 필요함을 알 수 있었다. 생활소재를 활용한 동화의 활용과 동화의 맥락과 연계되는 다양한 활동의 제시, 여러 가지 동화전달방법의 사용, 동화사용목적의 명확성 확보 등도 필요한 것으로 나타났다. 이 연구를 통해 연구자는 수학수업의 반성적 실행과정을 통해서 수업 현장에서 나타나는 교수기술에 대한 피드백을 받고 수업을 개선시킬 수 있었다.

영어초록

The purpose of this study is to examine practical knowledge a teacher obtains and its implications during the math classes utilizing fairy tales for students with intellectual disabilities to participate in classes with interests during the math class in special class of elementary schools. To achieve the purpose, action research was applied among the qualitative methodologies of research. Participants of this research are researcher, 4 peer teachers, and 2 students with intellectual disabilities.
Practical knowledge of teachers, obtained by math class utilizing fairy tales was 3 upper categories such as ‘math class planning with fairy tales: little by little for each student’, ‘utilizing of fairy tales in math class: finding of math in fairy tales’ and ‘reflection of teaching technology in math class utilizing fairy tales: feeling, reflecting and revising’, 7 sub-categories and 20 meaning units.
Based on the results of this research, the conclusions can be drawn as follows.
First, teachers must suggest behavior suitable for performance level by controlling difficulties and studying quantity through the task analysis in consideration of accurate understanding and characteristics of students. Also, it's necessary to evaluate student's growth all over the class. Second, fairy tales utilizing living materials let students approach math questions easily and suggestion of various activities related to the context of fairy tales let students participate in classes actively. It was necessary to use several methods of delivering fairy tales in consideration of contents of fairy tales and characteristics of students. Furthermore, purposes of using fairy tales should be accurate by considering math class clearly. Third, through the practice process of reflection with fairy tales during the math class, classes could be improved by feedback about teaching technology at actual classes. To make classes participated by students, teacher's using of positive languages, proper system of compensation, suggestion of various teaching tools drawing students' interests and provision of opportunities students can speak and arrange their thoughts by questions and presentations are necessary.

참고자료

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