차이화된 수업을 위한 보편적 학습설계의 현장 적용 방안 연구
A Study on Field Application Strategy of UDL for Differentiated Instruction
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[목적] 본 연구는 모두를 위한 차이화된 수업을 위해 보편적 학습설계를 활용하여 통합학급 현장에서 적용할 수 있는 수업 방안에 대해 관련 문헌을 통해 모색해 보려는 연구로써, [방법] 관련 문헌 38편을 살펴본이론연구이다. [결과] 연구를 통해 얻은 결과는 첫째, 보편적 학습설계의 원리는 보편적 설계에서 제안 되고 있는일곱 가지 원리, 즉, 공평한 사용, 사용상의 융통성, 단순하고 직관적인 사용, 지각 가능한 정보, 오류에 대한 관용, 신체적 노력의 최소화, 접근과 사용에 적절한 크기와 공간을 교육적으로 확대한 것이다. 둘째, 모든 학습자의 요구 사항을 충족할 수 있는 교육과정을 설계할 때, 교육과정 접근 관점의 내용, 과정, 결과의과정에서, 보편적인 학습설계의 세 가지 핵심 요소는 표상의 다양한 수단, 참여의 다양한 수단, 표현의 다양한 수단을 충족시켜야 한다는 것이다. 셋째, 교사들이 가져야 할 신념은 보편적 학습설계를 적용한 수업을 통해 학생들이 최종적으로 도달하여야 하는 학습자 상은 유목적적이고 동기부여된 학습자, 자료가 풍부하고 다식한 학습자, 전략적이고 목표지향적인 학습자라는 것이며, 차이화 수업을 위한 협력교수의 효과가입증된 지원적 교수, 평행 교수, 상보적 교수, 팀티칭 네 가지 협력교수 접근 방법은 교육과정에 대한 전문성과 교사 간 협력의 숙달을 가능하게 한다는 것이다. [결론] 보편적 학습설계의 원리는 모든 이들을 위한교육이라는 틀로 지금의 교육을 다시 생각하는 데 있어 새로운 교육방식의 적용 가능성을 제시해준다. 보편적 학습설계의 원리는 장애로 인한 특별한 교육적 요구가 있는 학생을 `어디에서` 가르치느냐가 아니라, 각기 다른 교육적 요구를 가진 모든 학생을 `어떻게` 가르칠 것인가의 문제로 우리의 생각을 한걸음 더 나아가게 해준다.
Abstract
[Purpose] The purpose of this study is to explore the instruction strategy that can be applied in the inclusive classroom by using UDL for differentiated instruction for all through related literature. and [Method] it is a literature study analyzing 38 related literatures. [Results] The results of this study are as follows: First, the principles of UDL is to the educational expansion the seven principles proposed in universal design: impartial use, flexibility in use, simple and intuitive use, perceivable information, tolerance for errors, minimization of physical effort. of the appropriate size and space for access and use. Second, when designing a curriculum that meets the needs of all learners, When designing a curriculum that meets the needs of all learners, in the process of content, process, and outcome of the curriculum approach perspective, the three key elements of UDL must be meets the various means of representation, the various means of participation, and various means of expression. various means of expression. Third, the teacher's belief is that the learner's ultimate goal to reach through the instruction of UDL is nomadic and motivated learners, rich and knowledgeable learners, strategic and goal-oriented learners. The four co-teaching approaches method that have demonstrated the effectiveness of co-teaching for differentiated instruction: supportive teaching, parallel teaching, complementary teaching, and team teaching enable the mastery of curriculum expertise and teacher-to-teacher collaboration. [Conclusion] Principle of UDL suggests the applicability of a new way of thinking to rethink current education in the framework of education for all. The principle of UDL is to move our thinking one step further, not in 'where to teach' students with special educational needs due to disabilities, but in 'thow to each' all students with each different educational needs.
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