국어과 예비 교사의 수업 시연에 나타난 문제 양상 고찰-도입·마무리 단계를 중심으로-

Abstract

This study critically analyzes the problem patterns occurring in the shown in the introduction and final stages of the Korean language department’s preliminary teachers’ video demonstrations. In the ‘learning atmosphere’ category of the introduction stage of the class, the problem of professor-centered speech was identified. In the activities regarding ‘confirmation of previous learning,’ there were several problems identified, including professor-centered exhibition learning, non-linked previous learning, and inefficient amount of learning. In the course of ‘present learning objectives,’ course, problems included forms that induce simple knowledge, motivation that specifically presented the contents of the study, and misuse of media (subsidiary data) considering simple interest. In the ‘evaluation of performance’ category of the final stage, problems such as professors-centered content checking and omission of self-and peer-evaluation activities were problematic. In the ‘Enhance retention and transfer to the job’ category, in the use of activity sites for home learning, and the fragmentary guidance (announcement) for units or texts posed problems. These findings will help prospective teachers be aware of possible problems in the universal class stage (course) prior to class practice and refer to them while designing their own teaching and learning courses through relevant examples.