다문화가정 학생 가르치기: 세 명의 초등교사가 찾아낸 효과적인 수업지도의 방법들 (Teaching Multicultural Students from Different Cultures: Three Teachers’ Findings for Effective Strategies of Instruction)

서지정보

· 발행기관 : 한국초등교육학회
· 수록지 정보 : 초등교육연구 / 27권 / 2호 / 141 ~ 170페이지
· 저자명 : 황철형, 김영천, 박현우, 박창민

초록

본 연구는 다문화가정 학생의 학업성취 향상을 위하여 효과적인 교수학습 전략이 무엇인지 알아보는 것이다. 교사들이 국어교과와 수학교과에서 3명의 다문화가정 학생을 1대 1로 직접 만나고 가르치는 경험을 통해 다문화가정 학생들의 학업적인 측면의 특징과 그들을 가르치는데 있어 효과적인 지도 방법이 무엇인지 드러내고자 했다. 본 연구는 실행연구의 연구방법을 활용하여 개발-실천-평가-반성의 순환적인 과정을 통해 수업전략의 적용가능성을 규명하였다.
연구의 결과는 크게 다음 다섯 가지로 나타났다. 첫째, 다문화가정 학생과의 수업은 진단평가와 생애사 면담을 통해 다문화가정 학생의 언어적인 어려움이 교과에 어떻게 영향을 끼쳤는지 파악하고 학생의 수준을 세밀하게 진단하는 것이 중요했다. 둘째, 어휘학습을 위해 언어적이지 않은 시각자료를 수업의 상황에서 학생에게 제공하는 것은 어휘능력 향상에 도움을 주었다. 셋째, 문답법은 아동의 사고과정에 대한 지속적인 진단과 처방을 위한 교수방법으로써 이러한 교사의 지속적인 언어자극은 학생이 스스로 문제를 해결하는데 도움을 주었다. 넷째, 학생의 문화적 경험을 분석하여 교과와 관련된 어휘들을 실제 수업 상황에서 제공하는 것은 학생들이 수업 주제를 이해하는데 효과적이었다. 다섯째, 다문화가정 학생의 교육적 지원을 위한 가정과의 의사소통 및 학습과 관련된 교과 외적인 지원은 다문화가정 학생의 교과학습에도 긍정적인 영향을 주었다.

영어초록

The purpose of this study is to identify effective teaching/learning strategies to improve the academic achievement of multicultural children in South Korea. The background to this research assumes that their social success and career development will be seriously influenced by their academic achievement. However, most Korean multicultural education programs did not recognize the importance of this, only providing them with field trips, cultural immersion programs and other after school care programs. For this purpose, an action research method was used in order to develop the most appropriate one to one mentoring program to assess the students’ academic problems and to find the effective strategies to lead to their higher academic achievements.
In this study, an action research method was also utilized. Through a cyclic process of action research, (development-practice-evaluation-reflection), the applicability of the class strategy was analyzed. To achieve this, three multicultural children showing low academic achievement living in Korea were selected via purposive sampling. Home visits were made and both Korean language instruction and math instruction were held after school. To collect and analyze data, participant observation and in-depth qualitative interviews were conducted in conjunction with content analysis of the students’classwork.
The results of this research are as follows. First, it is important to understand the students' language level because it seriously influences the students' learning and studying in major subject areas. Without proficient Korean language abilities, they cannot study subjects well. Second, the use of non-linguistic visual materials in class improves the proficiency of the students' vocabulary. Providing this specific visual material was more effective in improving the vocabulary of the students than describing the abstract notion of the words. Third, a Catechetical method was used for ongoing diagnosis and prescription of the thinking process of the students. Ongoing linguistic stimulation helped children verbalize their thoughts, and the verbal explanations of the problem solving process helped students solve problems themselves.
Fourth, the cultural experiences of the students were analyzed and the vocabulary related to these experiences was used in the classes, which led to an increase in both their understanding of the subjects and their motivation to study. Fifth, extracurricular support was offered. To do this, teachers communicated with the families of the students and performed remedial teaching due to deficient home education. This extracurricular support had a positive effect on the students’ learning in class.
The findings of this study offer the following four suggestions in conjunction with the improvements that are applicable to schools. First, this study only addresses individual tutoring, yet it is worth noting the role of teachers in classes with multiple students. It is important to devise an effective teaching method for multicultural students that can be applied in normal classes as opposed to only seeing use in one to one mentoring. Second, to apply these approaches to schools, specific teacher training programs are required. Third, there is a need for specific examples of teaching/learning plans that teachers can implement in their classrooms. Fourth, dedicated teachers are required in schools for the purpose of linguistic and cultural communication with multicultural families.

참고자료

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