사회정서역량 향상을 위한 교과통합 설계원리
The Design Principles of Integrated Curriculum for enhancing Social-Emotional Competences
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본 연구의 목적은 이론적 고찰을 중심으로 효과적인 사회정서역량 향상을 위한 교과통합 설계원리를 도출하는데 있다. 본 연구를 통해 제시한 사회정서역량 향상을 위한 교과통합 설계원리는 첫째, 사회정서역량 향상을 위해 교과학습과 통합된 수업을 설계하거나 프로그램 개발하여 실행하고자 할 때 필요한 세부적인 설계원리가 포함되어 있다. 둘째, 교과통합 설계원리를 학습 환경, 수업목표 및 내용, 학습자, 수업방법(전략), 수업매체, 수업평가의 6가지 영역으로 구분하여 제시하였으며, 설계원리별로 구체적인 설계지침, 고려 및 주의사항이 제시되어 있다. 학습 환경 설계원리로 교사와 학습자들 간에 상호 지지하고, 반응적인 학급 분위기와 풍토를 조성하고, 평소 수업에 사회정서학습을 위한 최적의 순간을 활용하여 사회정서학습 환경을 조성하도록 해야 한다. 수업목표 및 내용 설계원리는 일반교과와 통합 가능한 사회 정서적 수업목표를 설정하여 통합 진술하고, 학습내용의 유형과 특성에 따른 사회정서학습의 내용요소를 추출하여 이에 적합한 사회정서역량 학습 및 연습 기회를 반복적으로 제공하도록 한다. 학습자 관련 설계원리로 학습활동 중에 학습자의 생각 공유와 함께 감정도 공유하여 사회적 역량과 정서적 역량을 통합하고, 개별 학습자를 위한 자기 주도적인 사회정서 학습전략을 활용하여 사회 정서적 행동을 습관화 하도록 해야 한다. 수업방법 설계원리는 사회정서학습의 구성요소를 고려하여 다양한 수업방법 및 전략(스토리텔링 및 자서전 쓰기, 집단 토의․토론 등)을 활용해야 하며, 평소 교과수업 시간에 학습자의 사회정서역량을 활성화할 수 있도록 체계적인 안내와 도움 전략(모델링, 비계설정 등)을 적극적으로 활용하도록 한다. 수업매체 설계원리로 사회정서역량의 효과적인 학습을 위한 수업매체를 설계, 개발 또는 선정하여 활용해야 하며, 학습자의 자기 주도적인 사회정서역량 향상을 위한 학습자료(생각코너, 읽기방 등)를 구비하여 지원해야 한다. 수업평가 설계원리로 사회정서학습 프로그램을 실행과정에서 모니터링하고, 실행 후 계획한 목표의 달성여부를 평가하여 프로그램의 개선을 위해 활용해야 하며, 교사와 학습자의 사회정서역량을 모니터링하고 활용 여부를 평가하여 역량 향상에 도움을 제공해야 한다.
Abstract
The purpose of this study is to develop useful the design principles of integrated curriculum for improving social-emotional competences. For this, researchers utilized the literature analysis as research method which investigate a variety of theories and practices related Social and Emotional Learning(SEL) First, This design principles of integrated curriculum includes the details was required when teachers design lessons for promoting social-emotional skills, or develop SEL curricula(program). Second, This design principles offer them six sections of the integrated curricula: learning environment, instructional goal(content), student, instructional method, instructional media, instructional assessment, and then have specific guidelines, considerations and suggestions for designing lesson or SEL program for integrating with academic learning. The principles of learning environment are to build a supportive and responsive classroom atmosphere, and aggressively utilize teachable moment of a day for making SEL environment. The design principles of instructional goal(content) are to have to integrate cognitive, behavioral, and social-emotional goals, and to unify academic and SEL goals based comprehensive, theoretical framework. The design principles of students(learners) are to constantly share both ideas and emotions with others for integrating social and emotional competences, and then to creating positive behavioral habits by getting self-directed social-emotional learning strategies. The design principles of instructional method are to use different methods(Storytelling, Group discussion, Rehearsal, Role play, Artistic expression etc) depend on SEL related variables, as well as to usually adapt Modeling, Cueing and Coaching, Scaffolding dialogue in all of lessons. The design principles of instructional media are the points to be considered contents, features of social-emotional competences for designing, developing, and selecting suitable media. Finally, the design principles of instructional assessment are to construct an assessment plan, monitoring way considering both the processes and results of SEL program and learning of student, and then to apply improvements of improve SEL program and learning of student.
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