세 가지 시선으로 수업 읽기 - 초등 사회 문화재 수업에 대한 수업 비평

Abstract

This study has sought to read a 4th grade elementary school’s social studies class on cultural assets from three different perspectives. For this purpose, the study has first theoretically explored the textuality of class critique and categories of class critique. Also, this study has engaged in a critical reading of a class on cultural assets from the three perspectives of efficiency of a class, the teacher as class conductor, and the subject, after completing a process of exploration of what method of reading is advisable in order to richly read the meaning of a class on cultural assets. From the perspective which emphasizes class efficiency, this study has sought to understand the meaning of a class as discovered by using a checklist. For a reading of a teacher as class conductor, this study has sought to understand the meaning which the practice of class instruction has amidst the life history of the teacher. Also, in terms of reading the subject based meaning of a class, this study has endeavored to understand the meaning of a class at the level of transformation of the subject content. Such a varied reading is useful for revealing the multidimensional meaning of a class. Moreover, this kind of an activity of carefully reading the meaning of the practice of class instruction will help increase the reflective introspection of the practitioner of a class.