초등교사의 ‘질문 생성 활동’ 교육 경험에 관한 질적 연구5) - 2015 초등학교 국어과 교과서를 중심으로 -

Abstract

The purpose of this study is to examine how the question-generating activities of Korean language textbooks in the 3rd to 6th grades of elementary school are being operated in the school field, and to identify the difficulties and problems that teachers face while operating the educational activities to derive implications for the settlement “Question-Making Activity”. To this end, the question-generating activities and scaffolding aspects of 2015 elementary school Korean textbooks were analyzed, and teachers who had performed the question-generating education activities of textbooks for more than one year were interviewed and analyzed qualitatively. As a result, the following implications were drawn. First, when teachers experience and sympathize with the value of question-generating activities, student-generated questions can be used continuously and meaningfully as a mechanism for student participation-oriented instruction. Second, it should be positioned as a natural and meaningful activity in the class by closely connecting the achievement standards and learning goals with the question-generating activity. Third, learning that can provide learners with a cognitive and affective understanding of questions and teach the value of creating questions should be strengthened. Fourth, various guidance and practical education on specific guidance plans and feedback that can be used in student question-generating activities should be provided to teachers.