내향성 학습자 특성에 부합하는 토론수업 체제에 관한 탐색 연구
An Exploration on a Framework of Discussion-based Instruction Complying with the Traits of Introverted Learners
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초록
본 연구는 토론수업에서 나타나는 내향성 학습자의 특질e을 규명하여, 이를 기반으로 모든 성향의 학생들에게 호혜적인 토론수업 모형을 제시하는 데 목적을 두고 있다. 이를 위한 문헌분석을 통해, 내향성 학습자의 성향은 토론수업에서 열등한 양상이 아니라 외향적 학습자와 대비되는 존중되어야할 특성임이 구체적으로 논의되었다. 더 나아가 이 연구는 내향성 학습자는 다른 성향의 또래가 구비하지 못한 지능, 능력, 사고방식, 학습행동 등에서 비교우위 특성을 토론수업을 통해 보여주고 또래에게 도움을 줄 수 있다고 밝혀냈다. 이렇게 토론수업에서 발현되는 내향적 학생들의 특질 및 역량에 부응하여 교수전략은, 1) 표현의 다양화, 2) 참여 방법의 개별화, 3) 온라인토론의 활성화, 4) 적응적 평가 등의 국면으로 구분되어 체계화되었다. 또한 각 전략의 국면별로 토론수업에서 실행 가능한 구체적인 교육방법이 제시되었다. 이러한 연구결과로부터, 그동안 도외시되고 왜곡됐던 내향성 학습자의 특성을 올바르게 이해하고 그의 잠재력을 발휘시킬 수 있는 교수전략을 설계, 반영하여 모든 학습자가 더불어 효과를 누리는 토론수업이 되는 기대를 피력해보고자 한다. 그리고 이 연구의 과정과 결과에 나타난 제한점을 서술하였다. 그리고 그에 따라 필요한 후속연구의 필요성도 함께 제기하였다.
Abstract
The purpose of this study is to investigate the characteristics of introverted students represented in discussion-based instruction and to suggest a conformable model for discussion-based instruction, making it possible for all the learners to be reciprocal. Based on the extensive literature review for the purpose, this study describes specifically that the introversion is not an recessive trait, but an estimable personality contrary to the extroversion in classroom discussion. Furthermore, it ascertains that introverted learners possess comparative advantages in terms of intelligences, capabilities, thinking modalities, and learning behaviors than the extroverted. In accordance with the introverted personality and competencies manifested in discussion-based instruction, a framework of the instructional strategies is prescribed in detail as follows; 1) diversification of the expression, 2) individualization of the participation, 3) activation of online discussion, and 4) adaptive evaluation. In addition, it proposes the actionable methods for each phase of the instructional strategies. The researcher cordially expects that the result of this study could become a fruitful contribution for proper understanding of the introverted students and designing the commensurate instruction strategies which would facilitate the potentials of the introverted and confer a benefit on the extroverted concurrently in discussion-based instruction. Finally, limitations of the research are identified. According to the constraints, it brings up the necessities of follow-up research.
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