연극 체험 중심 초등국어 수업 재구성 사례 연구 -서울 A초 6학년 사례를 중심으로-

Abstract

This article analyzed the case of a class reorganization of Oh, a sixth grader at a elementary school in Seoul, and looked at the possibility of a Korean class reorganization centered on drama experience. After the research, Oh's classes, which are solid in their educational philosophy and have expertise in Korean classes, shows the following aspects. The first was the teacher's goal of strengthening the students' Key competences. Second, the curriculum analysis and textbook analysis were thorough. Third, the selection of the narrative text, adaptation of plays, and systematic management of the actors and staff team were appropriate for the lecture focused on the drama experience. This case is expected to be a big reference even at the time the revised curriculum is implemented. If the students create a situation in which they see the drama experience, they can lead to a sharing of performances and manners. In addition, the significance of this study is as follows. As it is difficult to secure a special class time for the performance of an academic event, in the sixth year of 2019 when the revised curriculum begins, it is also a good idea to prepare for the performance of the academic event by combining the 10th hour of the first and the 10th hours of the second semester. If you complete a play script for the first semester of the sixth grade and perform a reading performance, and if you develop it and connect it to a performance for a school show in the second semester, you can basically get 20 hours. It would be nice to have the teacher reorganize the class by referring to the examples in the textbook. For example, if the area of a performance, such as sound, dance, and props, are reconstructed in relation to the performance, such as music, physical education, and art classes, the time to prepare for the performance can be freed.