대집단 활동에서 교사와 유아간 교실담화 분석
The Analysis of Classroom Discourse between Early Childhood Education Teacher and Children in Group Based Activities
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본 연구는 대집단 활동에서 유아교사와 유아 간 담화의 유형과 사용에 관한 연구로 모두 38개의 에피소드를 분석하였다. 연구결과 교사는 질문하기(n=420, 34.38%)와 평가하기(n=340, 28.03%)를 많이 사용하였고 유아는 대답하기(n=715, 83.72%)를 가장 많이 사용하였다. 담화는 이야기나누기, 과학, 미술 등 활동의 유형에 따라 역동성을 보이기도 하나 활동유형에 상관없이 전형적인 I-R-E 패턴을 나타내고 있었다. 그리고 유아교사와 유아 간 담화를 교수적 대화하기, 교사가 알고 있는 정답찾기, 교사의 평가에 근거한 대답하기, 경쟁과 순환의 구조를 가진 지목하기의 네 가지로 나누어 사용 형태를 제시하였다. 위의 결과를 통하여 대집단 활동에서 유아교사와 유아 간 담화는 교사 주도적이며 교사는 교수자이자 평가자의 역할을 하고 유아는 이에 반응하는 수동적 학습자임을 알 수 있었다. 교수적 대화, 정답찾기와 평가하기의 과정인 유아교사와 유아 간 담화는 유아교육에서의 교수실제가 정해진 내용을 전달하는 측면이 강함을 보여주고 있다.
Abstract
This study analyzed 38 episodes of group based activities to examine classroom discourse. The results showed that teachers most often used such discourse strategy of questioning(n=420, 34.38%) and evaluating(n=340, 28.03%). Children were found to have responding(n=715, 83.72%) most frequently. The classroom discourse sometimes became complicated depending on activity types, which included story-telling, drawing and science. However, it invariably followed the typical "I-R-E(Initiation-Response- Evaluation) pattern", regardless of the activity types. The discourse pattern found in this study could be divided into 4 categories: First, instructional discourse; Second, discourse to help children find the right answers teachers already knew; Third, discourse to let children respond based on teacher's evaluation(feedback); and, Forth, noticing, which eventually stimulates children's competition and circling. This study found that in classroom discourse during group based activities, the teacher plays a leading role as instructors and evaluators, whereas, children serve as passive learners, just responding to what the teacher says. It was also found that teaching and learning practices in early childhood education are done to transmit educational knowledge and contents to children, rather than encourage children to transform their prior experience.
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- "The Analysis of Classroom Discourse between Early Childhood Education Teacher and Children in Group Based Activities"
- "This study analyzed 38 episodes of group based activities to examine classroom discourse The results showed that teachers most often used such discourse strategy of questioning Children were found to have responding The classroom discourse sometimes became complicated depending on activity types regardless of the activity types", which included story-telling
- "The discourse pattern found in this study could be divided into 4 categories discourse to help children find the right answers teachers already knew; Third discourse to let children respond based on teacher's evaluation", (ticing)
- "This study found that in classroom discourse during group based activities the teacher plays a leading role as instructors and evaluators children serve as passive learners just responding to what the teacher says It was also found that teaching and learning practices in early childhood education are done to transmit educational knowledge and contents to children rather than encourage children to transform their prior experience"