미술교육에서 초등 예비교사의 피드백 발화 연구

Abstract

The purpose of this study is to analyze the structures and properties of feedback speech as the instruction language in art education. In particular, examine the results of the simulated class of prospective elementary school teachers in art class. Objectives of this study are as follows. First, the explore the theoretical aspects on feedback speech to be used in the classroom. Second, the analysis about feedback speech of elementary pre-service teachers in art class. Third, to conduct an in-depth discussion of the data analysis and qualitative analysis. The results were as follows. First, the question of to induce various reactions of teachers that students are discovered can not be adequately presented problems. Second, the problem has been found in a wide range of issues and consideration of feedback utterances teachers. Feedback aspect was great faithfulness and concreteness of the task in terms of variety, but the feedback ignite content. Teachers should consider first whether the ignition is deployed at any stage of the lesson and needs to be familiar with the various types of questions and feedback. Third, it is necessary to consider the actual function and meaning of the teacher training utterance. Awareness and training for language teachers in the classroom teaching of language, such as the type of feedback utterances classified as language is required. This study realized the following results. There is a need for more research about structure and classification of appropriate feedback speech in art class. It is necessary to research and practice a feedback speech for art class in teacher education courses.