아동의 편견 해소를 위한 교수 전략 개발 - 간접 접촉 이론을 기반으로 -
Developing teaching strategies for reducing children's prejudice - Based on indirect contact theories -
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초록
적정 조건 하에서의 직접적인 집단 간 접촉이 집단 간 관계 개선에 도움이 되는 것은 사실이지만, 그것을 학교 현장에서 실제적인 교육 프로그램으로 만들어 운영하는 것은 사실상 매우 어렵다. 이에 이 논문에서는 간접 접촉의 방식 및 효과에 관한 최근 연구 동향을 살펴보고, 이에 근거한 초등 도덕과에서의 반편견 교수 전략을 탐색하였다. 이를 위해 확대된 접촉, 대리적 접촉, 상상된 접촉, 의사사회적 접촉 이론의 효과 및 매개 메커니즘을 분석하고, 그것에 근거한 초등 도덕과에서의 반편견 교수 전략을 제안하였다. 초등 도덕과 수업에서 간접 접촉 이론의 효과를 극대화할 수 있는 반편견 교수 활동을 전개하기 위해 교사는 반편견 역할 모델의 수시 제공, 반편견 도서의 적극 활용, 관점 채택과 공감 활동을 위한 다양한 기회 제공, 상상된 접촉 기회의 수시 제공, 미디어 활용 교육의 확대를 주요한 교수 원리로 채택해야 한다.
Abstract
One of the most important advancements in research on intergroup contact is the emerging evidence of a number of indirect intergroup contact effects. I use the term 'indirect intergroup contact' as an umbrella term to describe the set of contact effects that do not involve actual interaction with a member of the other group. It includes extended, vicarious, imagined, and parasocial contact. After through reviewing four theories respectively, I proposed five teaching strategies for anti-prejudice in the elementary moral education. Providing students with anti- prejudice role models, utilizing books & pictures including anti-prejudice content, providing students various opportunities for perspective-taking and empathy, providing students with lots of opportunities for imagined contact, and expanding & utilizing media-in-education opportunities.
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