자기 점검을 통한 국어과 수업의 일상적 구조 분석
Analysis of Conventional Teaching-Learning Structure by Self Examination
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This study aims to find out more realistic teaching-learning improvement plan based on analyzing the instructors' conventional teaching-learning structure on the basis of microscopically analyzing Korean courses' conventional teaching-learning structure. This manuscript examined the true nature of the teaching-learning that keeps the consistency despite the possibility of various changes through the analysis based on the four times of the filming class on the chapter <Gangma> of the highschool textbook, before and after interview, and the analysis of the instructors' self oral statement. As a result, the several characteristics revealed through the conventional teaching-learning structure of the Korean course can be summarized as follow. Firstly, the instability of the teaching-learning atmosphere was the biggest element restraining the actual teaching-learning time. The reasons could be said that it was because the Korean course's classes dealt with various contents and it was permissive with deviated question from the class. Secondly, revitalizing class of courses that is appropriate for the characteristics of Korean course is required to minimize the lesson time loss and teach effectively Thirdly, the dynamic lesson can be realized as using various types of conversation structure between teacher and students in the class. At forth, the instructor's pedagogical content knowledge often tends to compose self-intentionally, however, it is restricted by evaluating. And when the pedagogical content knowledge is changed appropriately, the participation of lesson is increased. The use and change of the flexible pedagogical strategy as the pedagogical content knowledge is the characteristics of the teacher's professionalism . Education premises the change and is considered to maintain the consistency of culture that makes the origin of the society in the change. It is also the time to inspect education of Korean to cut the consistency and change dialectically in the main frame of education.
Abstract
This study aims to find out more realistic teaching-learning improvement plan based on analyzing the instructors' conventional teaching-learning structure on the basis of microscopically analyzing Korean courses' conventional teaching-learning structure. This manuscript examined the true nature of the teaching-learning that keeps the consistency despite the possibility of various changes through the analysis based on the four times of the filming class on the chapter <Gangma> of the highschool textbook, before and after interview, and the analysis of the instructors' self oral statement. As a result, the several characteristics revealed through the conventional teaching-learning structure of the Korean course can be summarized as follow. Firstly, the instability of the teaching-learning atmosphere was the biggest element restraining the actual teaching-learning time. The reasons could be said that it was because the Korean course's classes dealt with various contents and it was permissive with deviated question from the class. Secondly, revitalizing class of courses that is appropriate for the characteristics of Korean course is required to minimize the lesson time loss and teach effectively Thirdly, the dynamic lesson can be realized as using various types of conversation structure between teacher and students in the class. At forth, the instructor's pedagogical content knowledge often tends to compose self-intentionally, however, it is restricted by evaluating. And when the pedagogical content knowledge is changed appropriately, the participation of lesson is increased. The use and change of the flexible pedagogical strategy as the pedagogical content knowledge is the characteristics of the teacher's professionalism . Education premises the change and is considered to maintain the consistency of culture that makes the origin of the society in the change. It is also the time to inspect education of Korean to cut the consistency and change dialectically in the main frame of education.
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