초등학교 음악 감상수업에 나타나는 교사 발문 분석

Abstract

The purpose of this study is to analyze the teacher's questions that appear by planning and implementing elementary school music listening classes. This study was conducted from June to December 2023 as a practical research method in which the researcher directly conducted music classes as a teacher. Based on related prior research and music curriculum standards, a framework for analyzing teacher questions in music listening classes was created. The researcher planned a total of 7 music listening classes with 3 execution cycles for the 4th grade of elementary school. In planning the classes, teacher questions consisted of divergent questions that gradually required students' analysis and interpretation from convergent questions focused on fact-checking. In addition, as the class stage progressed, it was structured to change from questions about simple feelings to questions about expressive characteristics in connection with music elements. After the classes, the researcher transcribed the recorded data to analyze the teacher question and student performance. The teacher's reflection journal, meterials used in the classes, student activity results, and student interviews were additionally used as analysis data. At the end of the class on one topic, the next class was revised and supplemented by reflecting the improvements after analysis. After conducting the 3rd class in the same way, the analysis contents were synthesized. As a result of the study, students' achievement changes according to teacher questions and class activities were found to be "increasingly more specific expression of music elements," "expression of how music is expressed according to music elements," and "active interpretation and value judgment of music." Through this study, teachers' questions expected in elementary school music listening classes can be further specified, and implications for improving music listening classes can be provided.