학술논문
한국어 교사를 위한 질문 활용 수업 모형 연구 : 예비 교사의 모의 수업 분석을 중심으로 / A Study on the Question-utilization Teaching Model for Korean Teachers : Focusing on the Analysis of Preservice Teachers' Simulation Lessons
Document Type
Dissertation/ Thesis
Source
Subject
Language
Korean
Abstract
본 연구는 제2 언어로서의 한국어를 학습하는 교실에서 교사가 하는 말 유형 중 교사 질문을 살펴본 것이다. 교실 수업에서는 상호작용이 매우 중요한데 교사와 학습자 간의 의사소통을 이루는 데 교사 질문이 매우 중요한 요소이기 때문이다. 교사는 질문을 통해 교실을 활성화하고 학습자에게 보다 많은 발화 기회를 제공해주기 때문에 효과적인 수업을 수행하는 데 교사 질문이 필수적인 요소이다. 그러나 예비 교사들은 질문을 활용하면서 수업을 활성화시키는 데 매우 어렵다고 생각한다. 따라서 본 연구는 외국어로서의 한국어 교사를 지망하는 예비교사들이 실제 수업에서 효과적으로 활용할 수 있는 질문 모형을 제안하는 데 목적을 둔다. 이를 위하여 실제로 예비 한국어 교사들의 수업을 녹음한 자료를 바탕으로 그들의 질문 방식을 분석하여 문제점을 찾고 이를 개선하여 효과적인 질문 모형을 무엇인지를 밝힐 것이다. 이렇게 제시된 한국어 교육에서의 효과적인 질문 모형은, 특히 한국어 교육의 경험이 상대적으로 부족한 예비 교사들의 훈련과 한국어 교육에 익숙지 않은 초보 교사들의 수업 현장에 실제적인 도움을 줄 수 있을 것이다. 제1장 서론에서는 우선 연구목적, 선행연구, 연구방법에 대하여 살펴보았다. 특히 교사 질문에 관련 연구들을 찾아보고 집중적으로 요약하고 정리하였다. 그리고 분 연구의 연구 대상 및 연구 방법에 대해서도 자세히 기술하였다. 제2장은 실제적인 분석의 바탕이 되는 개념을 확립하기 위하여 다양한 이론적 배경을 살펴보고 교사 질문의 특성과 유형을 정리하였다. 교사 질문의 개념과 특징에 대하여는 무엇보다 교사 질문을, 교사가 수업에서 활용하는 질문 형식의 발화행위라는 단순한 형식적 정의를 넘어 교사가 수업에서 적극적으로 활용하는 중요한 수업 도구의 하나로 보고 정의하였다. 또한 실제 교사 질문의 수업 자료를 분석하는 데 필요한 기준을 확립하기 위하여 교사 질문의 유형을 기능별 유형과 단계별 유형으로 세분화였다. 이어서 제3장에서는 실제로 예비 교사들이 모의수업에서 사용하는 질문의 양상을 분석하였다. 분석기준은 질문 횟수, 질문 형식, 질문 기능, 질문 내용으로 4 가지 요소를 적용하여 수업단계별(도입/전개/정리 단계)로 살펴보았다. 질문 사용 양상을 통해 예비 교사들의 문제점을 찾아보았다. 이와 같은 분석 결과를 토대로 제4장에서는 경력 교사의 인터뷰 내용을 결합하여 구체적인 질문 모형을 제시하였다. 먼저 경력 교사의 인터뷰 내용은 FGI(Foucs Group Interview)방법으로 정리하였다. 그 다음에 3장에서의 문제점과 결합해서 예비 교사에게 제시해준 수업 개선 방향을 수업단계별로 살펴보았다. 그리고 마지막으로 앞에서의 개선 방향을 반영하여 예비 교사들이 수업에서 실제로 활용할 수 있는 단계별 질문 모형을 제시하였다. 제5장은 본 연구의 내용에 대해 전체적으로 정리하였다.
This paper examines the type of questions used by the teacher in a class room where Korean is learned as a second language. In a class, interaction is very important and hence teacher’s questions is a very important factor in establishing communication between teachers and learners. Teachers are essential in order to conduct an effective lessons because teacher’s questions can stimulate the classroom through questions and provide more speaking opportunities for learners. However, preservice teachers find it very difficult to stimulate classes by utilizing questions. Therefore, this study aims at suggesting a model of questions that preservice teachers of teaching Korean as a foreign language can use effectively in actual class. For this goal we will use the data recorded during actual class for preservice Korean teachers and analyze the questions patterns to find the problems and improve them to reveal what an effective model of questions is. An effective question model in Korean language education will be of practical use especially for preservice teachers that lack Korean language education experience and help for beginner teachers to stimulate their class at ease. In Chapter 1, we firstly looked at the purpose of the research, the prior studies and the research methodology. In particular, related studies to Teacher’s questions were examined, summarized and organized in a precise manner. The subjects of the study and methods of study were described in detail. In Chapter 2, we looked at the various theoretical backgrounds and organized the characteristics and types of teacher questions to establish the concepts underlying the practical analysis. The concept and characteristics of teacher questions is defined as one of the most important classroom tools used by the teacher, beyond the simple and formal definition of question type used by the teacher in the classroom to stimulate the class. In addition, the types of teacher questions were subdivided into functionality and step-by-step categories in order to establish the criteria needed to analyze the class materials for teacher questions. In Chapter 3, we then analyzed the aspects of the questions used by preservice teachers in actual classes. The analysis criteria applied 4 categories: the frequency of the question, the type of question, the functionality of the question and the contents of the question and also examined (introduction/conduct/organizing steps) by class stages. We looked for problems with preservice teachers through the use of questions. Based on these findings, in Chapter 4 we combined the interviews of experienced teachers to present a detailed model of questions. Above all the interviews of experienced teachers were organized by using the FGI (Focus Group Interview) method. We then looked at the problems and direction of improvement which was presented to the teachers on each class stages as mentioned in Chapter 3. And conclusively, reflecting on the direction of improvement, it presented a step-by-step question model for the preservice teachers that they could actually use in class.Chapter 5 provides a complete overview of the contents of this study.
This paper examines the type of questions used by the teacher in a class room where Korean is learned as a second language. In a class, interaction is very important and hence teacher’s questions is a very important factor in establishing communication between teachers and learners. Teachers are essential in order to conduct an effective lessons because teacher’s questions can stimulate the classroom through questions and provide more speaking opportunities for learners. However, preservice teachers find it very difficult to stimulate classes by utilizing questions. Therefore, this study aims at suggesting a model of questions that preservice teachers of teaching Korean as a foreign language can use effectively in actual class. For this goal we will use the data recorded during actual class for preservice Korean teachers and analyze the questions patterns to find the problems and improve them to reveal what an effective model of questions is. An effective question model in Korean language education will be of practical use especially for preservice teachers that lack Korean language education experience and help for beginner teachers to stimulate their class at ease. In Chapter 1, we firstly looked at the purpose of the research, the prior studies and the research methodology. In particular, related studies to Teacher’s questions were examined, summarized and organized in a precise manner. The subjects of the study and methods of study were described in detail. In Chapter 2, we looked at the various theoretical backgrounds and organized the characteristics and types of teacher questions to establish the concepts underlying the practical analysis. The concept and characteristics of teacher questions is defined as one of the most important classroom tools used by the teacher, beyond the simple and formal definition of question type used by the teacher in the classroom to stimulate the class. In addition, the types of teacher questions were subdivided into functionality and step-by-step categories in order to establish the criteria needed to analyze the class materials for teacher questions. In Chapter 3, we then analyzed the aspects of the questions used by preservice teachers in actual classes. The analysis criteria applied 4 categories: the frequency of the question, the type of question, the functionality of the question and the contents of the question and also examined (introduction/conduct/organizing steps) by class stages. We looked for problems with preservice teachers through the use of questions. Based on these findings, in Chapter 4 we combined the interviews of experienced teachers to present a detailed model of questions. Above all the interviews of experienced teachers were organized by using the FGI (Focus Group Interview) method. We then looked at the problems and direction of improvement which was presented to the teachers on each class stages as mentioned in Chapter 3. And conclusively, reflecting on the direction of improvement, it presented a step-by-step question model for the preservice teachers that they could actually use in class.Chapter 5 provides a complete overview of the contents of this study.