중학교 1학년 학생의 삶에 관한 질적 사례 연구 : 강남 고소득층 중학생을 중심으로

Abstract

The purpose of this study is to analyze the lives of middle school first-year students growing in the concentrated areas of high-income middle schools in Gangnam-gu and to derive the characteristics of their lives. A qualitative case study was conducted on 13 students at A middle school in Gangnam-gu, 13 mothers of those students, and teachers at the same school. Interviews were mainly used, and students were also required to fill in black spaces on worksheets, to take academic strategy, and to search for career tests in order to use them as supporting materials of understanding the students. The characteristics of students’ life were divided into the areas of home life, school life, and Hakwon (private educational institute) life. The results are as follows: In home life, the characteristics of ‘my future career equals to my parents’ job’, ‘investment in education, expectation and burden’, ‘my mother is the center of my life’, ‘my mother is the coach of learning’, ‘my mother is fighting on my side’, and ‘the start of a small deviation from my parents.’were found. In terms of school life, the characteristics ‘going high school in advance: entering the 6th grade of high school’, ‘me as just one of many students to my teacher’, ‘no fistfight, but routinely swearing’, ‘short and frequent dating’, ‘Facebook being the center of the relationship, Facebook Messenger more than Kakao Talk’, ‘less art, music, and physical education, more Korean, English, Math, Science, and Social Studies’, ‘paper-and-pencil examinations even in the free semester’were magnified. In Hakwon life, ‘shopping for Hakwon’, ‘Hakwon rather than private lesson’, ‘being a preceding study aimed at high school and college’, ‘high-end reading room for studying place’, ‘going to Hakwon everyday during break’, ‘No school homework, but buried in Hakwon homework’, ‘Hakwon teachers as a person who teaches knowledge’, ‘the trade relationship of me and Hakwon teahers’, ‘building personal relationship with Hakwon teachers’ were found. Based on the research results, the following were discussed: First, the home became ‘a place for me’ to the students, and the home was mainly a place to relax and do homework for school and Hakwon. Secondly, school was ‘place for assessment’ to the students. Because customized knowledge-learning, including preceding learning, was done in Hakwon, schools were viewed as a place to be assessed rather than to be taught. Third, Hakwon was ‘another school.’ It was a place where the students spent as much time as their schools, gives more homework than school, and their relationship with Hakwon teachers were intimate.