그림책 기반 초등영어 수업에서 1 문제해결력 함양 과정에 관한 연구
A study on the development of problem-solving skills through picturebook-based primary English classes
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The purpose of this study is to explore how problem-solving skills are developed through picturebook-based English classes in a primary EFL context. This study was conducted in a fifth-grade classroom in a public elementary school in Seoul, Korea, involving 20 students participating in four thematic lessons. Each lesson incorporated English picturebooks designed to present and resolve a particular social or emotional problem. Data were collected through classroom observations, student artifacts, interviews, and reflective journals, and were analyzed using qualitative techniques. The main findings are as follows. First, students were able to identify the social and emotional problems presented in the picturebooks by interpreting textual and visual cues. Second, students explored diverse solutions through interaction using both spoken and written English. Third, students actively engaged in presenting their solutions by employing effective strategies to enhance audience’s understanding and empathy. Based on the results, some implications are suggested.
Abstract
The purpose of this study is to explore how problem-solving skills are developed through picturebook-based English classes in a primary EFL context. This study was conducted in a fifth-grade classroom in a public elementary school in Seoul, Korea, involving 20 students participating in four thematic lessons. Each lesson incorporated English picturebooks designed to present and resolve a particular social or emotional problem. Data were collected through classroom observations, student artifacts, interviews, and reflective journals, and were analyzed using qualitative techniques. The main findings are as follows. First, students were able to identify the social and emotional problems presented in the picturebooks by interpreting textual and visual cues. Second, students explored diverse solutions through interaction using both spoken and written English. Third, students actively engaged in presenting their solutions by employing effective strategies to enhance audience’s understanding and empathy. Based on the results, some implications are suggested.