교사의 수업설계 사고과정 분석 연구
The Analysis of Teachers' Cognitive Process in Designing Instruction
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본 연구의 목적은 교사가 개발해야할 수업설계 전문성의 본질을 규명하기 위한 하나의 방법으로써, 수업설계 과정에서 숙련교사의 사고과정을 초임교사 및 예비교교사와 비교해 심층적으로 분석하는 것이다. 이러한 연구목적 달성을 위해, 숙련‧초임‧예비교사 9명을 대상으로 수업설계 사고과정에 대한 설문, 사고발화, 심층면담을 실시하였다. 연구결과, 숙련교사는 1)수업에 영향을 미치는 여러 요인들을 다각적으로 검토하고 예측하며, 수업내용 특성과 목적 달성에 필요한 여러 대안적 방법과 활동들의 가능성을 모색한다. 2)수업설계모형이나 초임 및 예비교사와 달리 순차적이고 단계적인 절차로 수업을 설계하는 것이 아니라 설계 단계를 동시‧반복‧순환하는 특징을 가지며 동일한 설계요소라 할지라도 반복‧구체화‧정교화시켜 나간다. 3)수업설계 초기에 전체 수업을 대략적으로 설계한 뒤, 계속해서 모든 수업설계 대상들을 재검토하여 수정‧보완‧정교화한다. 4)각 수업설계 판단에 있어서 이전 경험과 지식을 많이 활용하고자 한다. 5)수업 설계 시 수업이 이뤄지는 과정이나 학생들의 반응 등 실제 적용했을 때의 수업 상황을 머릿 속에 구체적으로 그리면서 설계안을 구체화한다. 6)수업 전체의 시간, 흐름, 특징과 더불어 각 수업의 연계성을 고려하는데 더 많은 주의를 기울인다. 7)목표와 학습활동을 계속해서 수정 및 재구성하며, 평가‧수업매체‧학습지 등에 더 많은 시간과 주의를 기울인다. 이 연구결과들을 교사가 개발해야할 수업설계 전문성과 관련지어 논의하였다.
Abstract
The purpose of the present study was to analyze the teachers' cognitive process while designing the instruction and relate to teachers' instructional design expertise. To accomplish the goal, experienced, novice, and pre-service teachers were asked to response questionnaire, in-depth interview, and think-aloud as they design the instruction. The resulting data and protocols were analyzed and compared. As a result, important differences were identified between experienced and novice, pre-service teachers; 1. Experienced teachers considered and predicted a wide range of instructional components or factors and related one another. 2. Experienced teachers reiterated, cycled, elaborated the component of instruction in process of designing the instruction. 3. Experienced teachers designed the instruction roughly at first and revised instruction by reconsidering to each successive phase. 4. Experienced teachers tend to use their previous experience and knowledge. 5. Experienced teachers imagined the real situation of instructional process or student's response and specified the design. 6.Experienced teachers paid attention to time allocation and continuity of curriculum. 7. Experienced teachers reconstructed objective and activity according to student's characteristics and learning environment. 8. Experienced teachers paid attention to variety of instructional materials. The implications of these results for training teachers are discussed.
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