문화역사 활동이론을 통한 1년차 서울형 혁신학교의 수업 혁신 활동의 이해
Using CHAT to Understand the Classroom Culture Innovations of the First Year Innovative School Project in Seoul
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문화역사활동이론(CHAT)은 장기간에 걸쳐서 일어난 일련의 목표 지향적이며 인공물이 매개하는 집단적 행위로 이루어진 활동을 기본적인 분석 단위로 삼는다. 하나의 활동 체계는 주체, 목표, 인공물, 규칙, 공동체 그리고 분업 등 여섯 가지의 기본 요소로 구성되어 있으며 활동이 일어나는 과정에서 발생하는 딜레마들은 개별 요소 내부의, 요소 간의 혹은 각기 다른 활동 체계 간의 모순으로 설명하고 이 모순들은 변화와 개선의 실마리를 찾는 지점으로 본다. 본 논문은 문화역사활동이론이 제안하는 활동 체계를 틀로 삼아 서울형 혁신학교 사업에 참여한 지 1년차인 A 중학교의 수업 혁신 활동을 기술하고 분석하였다. 한 학기 동안 진행된 참여 관찰을 통하여 얻은 자료들을 수업 혁신 활동 체계를 시작하게 된 매개 개념과 목표, 수업 혁신 활동의 주체와 인공물, 공동체와 규칙 그리고 분업(과 협업) 등의 요소로 구분하였다. 수업에서 발견된 문제적 상황이자 개선을 위해 해법이 필요한 지점은 기존의 수업 활동과 수업 혁신 활동 체계 간의 목표와 분업의 충돌, 인공물간의 충돌 그리고 공동체와 분업의 충돌 등으로 야기된 것으로 분석하였다.
Abstract
Cultural-historical activity theory(CHAT) takes a collective, artifact-mediated and object-oriented activity system as the prime unit of analysis. Subject, object, artifacts, rule,community, and division of labor are the six elements of an activity system. The modes of relations or contradictions between these elements, within an activity system or between interacting activity systems, are central to identifying the problems arising from the activity and seeking transformation. In this paper, we described and analyzed through the lens of activity system classroom innovations at a middle school, in its first year phase of Innovative Schools Project in Seoul. Based on participant observation, we identified various elements of the activity system; mediating concepts and object, subject, artifacts, community, rules and division of labor. We then analyzed dilemmatic situations encountered during classroom instructions in terms of the contradictions between the existing classroom activity system and the new innovative system in their objectives, artifacts, community and division of labor.
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