과학영재 수업에서 언어적 상호작용을 통하여 본 교사의 발문과 피드백 사례분석
The Case Analysis of Teacher`s Questioning and Feedback through Verbal Interactions in the Classes of the Gifted in Science
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본 연구의 목적은 과학영재교육 수업현장에서 이루어지는 교사들의 발문과 피드백, 학생들의 응답에 대한 유형과 빈도를 분석하여 현황을 파악하고 교사-학생의 언어적 상호작용이 활발한 수업에서 나타난 교사들의 발문과 피드백에 대한 특징을 파악하는데 있다. 이를 위해 중학교 2학년 과학영재 학생들을 대상으로 실시하는 8차시 24시간 분량의 수업을 비참여 관찰하고 녹화하였으며, 교사와 학생간의 상호대화를 전사 분석하고, 교사들과의 인터뷰를 실시하였다. 수업 분석 결과, 교사들은 대체적으로 기억회상과 인지기억의 질문과 즉각적 피드백을 사용한 반면, 학생들은 단답형 응답을 선호하고 있는 것을 볼 수 있었다. 교사-학생의 언어적 상호작용이 상대적으로 활발한 수업의 특징은 도입단계에서 개방적 질문을 사용하였고, 발문의 처리단계를 높였으며, “왜”와 “어떻게”의 질문을 많이 사용하였고, 평가질문을 사용한다는 것이었다. 피드백의 특징으로는 학생의 응답을 수용하고 받아들이는 태도를 보였고, 지연피드백을 많이 사용하였으며, 칭찬과 격려로 다음 문제해결에 자신감을 부여하는 것을 볼 수 있었다.
Abstract
This study is aimed to classify teachers' questions and feedbacks as well as students' responses in terms of type and frequency, and speculate the distinctive features of verbal interactions including teachers' questions and feedbacks performed actively in the classes of the gifted in science. The 24 hours of the classes made for the 8th grade science-gifted students were observed and recorded. In addition, the mutual conversations between the teacher and the students were transcribed and analyzed, and the interviews with the teachers also were made. It is found that the teachers usually use the question methods of memory recollection, perception and memorization, together with an instant feedback method, while the students prefer to respond with rather short answers. The characteristic features of the class by the teachers who lead the active class show that they use the open questions at the beginning, raise the level of the questioning, use the questions 'why and how' frequently, and to ask evaluative questions. Their feedbacks to the students interestingly indicate that they show the students the attitude of accepting and receiving students' replies, invite different responses from other students by reserving instant answers or judgements to the students, and give the students the confidence of solving the next problems, by praising and encouraging them.
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