교사의 의사소통 방법과 교수방법에 따른 청각장애학생의 국어교과 성취력과 개선방안 (Survey on Instructional Methods of the Korean Language Arts of Teachers for Hearing Impaired Students and Suggestions)

서지정보

· 발행기관 : 한국특수아동학회
· 수록지 정보 : 특수아동교육연구 / 16권 / 2호 / 127 ~ 148페이지
· 저자명 : 유은정, 서중현

초록

본 연구는 청각장애학생의 학업성취의 어려움에 대해 국어교과를 중심으로 교수방법의 실태와 개선방안을 알아보고자 하였다. 연구의 목적을 위하여 부산, 경남, 충북 3개 지역의 청각장애학교 교사 100명을 대상으로 설문조사를 실시하였다. 이 중 회수된 82부를 빈도분석과 교차분석하여 자료를 처리한 결과는 다음과 같았다. 청각장애학교 교사들은 청각장애학생의 국어교과 수준이 건청학생에 비교해서 3년 이상 지체되었다고 응답했으며, 교사들은 의사소통 양식으로 주로 토탈 커뮤니케이션을 사용하며, 국어교과 수업에서는 중요한 부분 정도만 상호작용이 이루어진다고 하였다. 그리고 국어교과 내용영역별로 발음, 단어, 문법 영역에서는 주로 교사설명중심 교수방법이 사용되며, 독해력 영역에서는 학생탐색중심과 교사설명중심 교수 방법이 비슷한 비율로 사용된다고 하였다. 개선방안으로 청각장애학생의 국어교과 학업성취의 어려움을 개선하기 위해서 청각장애 학생의 장애 특성, 언어적 특성에 알맞은 교수방법의 개발이 요구되며, 의사소통 방법은 수업내용이나 상호작용 측면에서 토탈 커뮤니케이션보다 효과적인 의사소통 양식이 요구되었다.

영어초록

This study, focusing teacher factor as one of main factors contributed to hearing impaired student’s low achievement reported in the former researches, investigated how teachers for hearing impaired students guessed an academic level of their students, why the low achievement was bought, and what measures for moving up to higher achievement level should be taken. In this study, especially it would be focused on the difficulties of communication between teachers and their hearing impaired students and insufficiency of teaching methods as teacher’s main cause resulted in the low achievement of hearing impaired students mentioned in the previous studies. For investigating this factors, questionnaire based on some previous researches was developed. 100 questionnaires sent out to teachers of 3 deaf schools, and 82 of them returned were analyzed by using frequency analysis and cross-tabulation. The results of the study showed that there was more than 3 year-gap between academic achievement level of hearing impaired students and that of hearing students. The result also indicated that the gap was supposed to result from the difficulties of communication between teachers and their hearing impaired students and insufficiency of teaching methods. Most teachers have used Total communication during their class hours, which would make it difficult to communicate each other and to deliver their class to their students. Only one or two teaching methods were applied regardless of distinction of the content area of Korean language such as pronunciation, words, grammar, and reading comprehension. Most teachers have applied the teacher-centered instructional approach rather than the student-centered exploration approach. Therefore, various teaching methods considering hearing impairment characteristic such as a difficulties of communication between teachers and their students should be developed. In addition, it needs that teaching approaches' applied according to each area of Korean language arts. Finally, it should be considered that applying more effective communication method than total communication approach to hearing impaired students in order to help their academic achievement.

참고자료

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