지리과 야외 학습 모델 개발 및 적용
Developing Geography Field work Model and Its Application
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초록
본 연구는 학교 현장에 맞는 지리과 야외 학습 모델을 개발하고 실제 적용 한 후 그 사례를 분석하였다. 성공적인 야외 학습을 위해서는 답사를 계획하고 진행하는 교사의 치밀한 전체적인 계획이 중요하다고 판단하여, 야외 학습의 계획, 야외 답사 전 활동, 야외 답사 활동, 야외 답사 후 활동의 4단계 절차로 나누고, 각 단계의 주요 활동을 교사 활동과 학생 활동을 구분하여 개발하였다. 그리고 이 모델을 적용하여 00고등학교 학생들을 대상으로 ‘안동·영주 일대 유교 문화 체험’이라는 주제로 2박 3일간의 야외 학습을 실시하였다. 그리고 학생들에게 ‘답사 활동 중 가장 의미 있는 장소나 활동에 관한 사진을 두 장 첨부하고, 그 이유에 대해 글쓰기’라는 과제를 부여하였고, 그 결과물을 학습적 측면, 여가적 측면, 사회적 측면, 전통 문화적 측면으로 유형을 나누어 분석하였다. 분석 결과 지리적인 사실·개념·이론 등에 대한 이해나 지리교과에 대한 흥미도와 관련된 학습적인 측면을 강조한 경우가 가장 많았으며, 다음은 자연에 대한 아름다움이나 일반적인 먹거리나 볼거리에 대한 것, 체험 활동에 대해 가치를 둔 여가적 측면이였고, 그 다음은 교우 관계 형성이나 교사와 학생간의 친밀감 형성 등의 사회적 측면을 강조한 경우와 답사 지역 특성과 관련되어 화재 보존이나 전통 문화의 계승에 대해 의미를 부여한 순으로 나타났다. 이처럼 야외 학습은 다양한 측면에 의의를 갖고 있으므로 학교 현장에서 적극 활성화되도록 다각적으로 노력해야 한다.
Abstract
This study analyzed the cases applied geography filed work model after developed it to be appropriate for current school system in Korea.The model developed by separating the activities of teacher and student in each phase of main activities after divided into the four-step procedure such as filed work plans, pre-activities of filed work, main activities of filed work, and post-activities of filed work, in consideration that the teacher’s careful to proceed was important to the overall plan to be successful filed work. Then this model was applied to the OO high school students on the subject of ‘a Confucian cultural experience in Andong and Youngju area’ by conducting field work of two-night three-day. And assigned students to ‘the writing for the reason after selecting one of the most significant places or activities in filed work with attaching two pictures’, then analyzed the assignments divided types by learning aspects, recreational aspects, social aspects, and traditions & cultural aspects. In the result of analysis, the most common were the cases of emphasis on learning aspects related to interesting of geography or understanding of geographic facts, concepts, theories and so forth. The next were recreational aspects for the beauty of nature, for general things like eating, drinking or seeing, and for a value for experiential activities, then finally followed by the cases of emphasis on social aspects, such as the formation of peer relationships and intimacy between teachers and students, and the cases of giving meaning to fire preservation or the succession of traditional culture associated with local characteristics. Likewise, the field work has the significance by various aspects so that we should put forth a multilateral effort to be enabled it to be active in school.
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