생태주의 이론과 CEMP 모형에 바탕을 둔 다문화교실의 교수방법론
A Discussion on Pedagogic Strategies for Multicultural Classrooms: Principles and Approaches of the CEMP Model
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참고문헌
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초록
본 연구는 다문화교실을 위한 교수학습의 원리와 그 방법론에 관한 하나의 시론으로써, 다문화교실의 성격을 논의하고, 생태주의 관점에서 다문화 교실환경을 이해함으로써 다문화교실의 핵심적 교수학습 원리로 ‘협력-배태-매개-참여’(CEMP) 모형을 제시하고자 한다. 아울러 이러한 CEMP 모형을 바탕으로 한 구체적인 교수학습 방법론으로써 교사와 학생들의 역동적인 상호작용을 독려하는 상호작용적 피드백의 방법론을 제시하고자 한다. 이를 위하여 본고는 다문화교실의 성공을 위한 요인으로 문화적 다양성에 대한 인식과 참조의 필요성, 학습기회의 형평성을 보장하는 것, 그리고 교사의 태도와 대응전략에 있어서의 근본적인 변화가 필요함을 강조하였다. 또한 다문화교실의 교수방법론으로써 기존의 개별화 교수법과 문화감응 교수법이 생태주의적 관점에서 어떤 관련성이 있는지를 논의하였고, 하나의 실천적인 방법론으로써 주류문화 학생들과 다문화 학생들의 교수형평성을 고려한 ‘상호작용적 피드백’법을 교수방법론으로 제시하고 있다. 마지막으로, 본 논문이 강조하는 다문화교실에 대한 생태주의적 이해가 교수학습이론과 실천에 주는 시사점을 논의하였다.
Abstract
This study initiates a discussion on the principles and methodologies for implementing successful multicultural classrooms. In doing so, this paper discusses three major characteristics of multicultural classroom, and proposes ecological perspectives to understand the idiosyncratic context and environments of multicultural classroom. Then, this paper suggests a participation model which consists of mediation, collaboration, participation, and embeddedness as four constructing principles. Finally, this paper provides three methodological approaches of practicing an effective instruction for multicultural classrooms; Differentiated Instruction, Culturally Responsive Pedagogy, and Interactional Feedback Approach for securing instructional counterbalance. The significance of the Participation Model for multicultural classrooms lies in the following three points. First, the leadership for learning belongs to students, rather than teachers; second, the interaction between students becomes maximized and contextualized learning of meaning is emphasized; and third, students will perceive that learning is the result of continuous experience, through which they can participate in and cooperate with the communities of inquiry. Discussions on these three methodologies are followed.
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