초등학생 다문화수용성을 위한 그림책 활용 독서 교육프로그램 개발과 그 효과 분석 : Banks의 다문화 교육과정 접근법을 중심으로 Development of Reading Education Program Using Picture Books for Elementary School Students' Multicultural Acceptance and Analysis of Its Effect : Centering Around Banks' Approach to Multicultural Curriculum원문보기
본 연구의 목적은 초등학생 다문화 수용성을 위한 그림책 활용 독서 교육프로그램의 개발과 그 효과를 분석한 것으로, 초등학생의 다문화수용성을 향상시키기 위한 다문화교육에 있다. 그 동안의 다문화교육이 다양성과 개방성을 중심으로 하는 지식중심의 한계성을 가지고 있었다. 다문화...
본 연구의 목적은 초등학생 다문화 수용성을 위한 그림책 활용 독서 교육프로그램의 개발과 그 효과를 분석한 것으로, 초등학생의 다문화수용성을 향상시키기 위한 다문화교육에 있다. 그 동안의 다문화교육이 다양성과 개방성을 중심으로 하는 지식중심의 한계성을 가지고 있었다. 다문화교육의 진정한 효과를 얻기 위해서 Banks의 4단계 접근에서 그 해답을 찾을 수 있었고, 각 단계에서 다문화교육의 효과를 가져 올 수 있었다. 다문화의 이해는 다르다는 것을 아는 것 뿐 아니라 관점의 변화로 실천에 이르러야 한다. 다문화교육을 효율적으로 접근하기 위해 Banks의 4단계 다문화 교육과정 접근법을 중심으로 다문화 CATSA수업모형(multicultural contributive approach, additive approach, transformative approach, social action approach)을 개발하였고, 이를 실행하여 다문화수용성의 효과를 분석, 검증하였다. 4단계 교육과정 접근법은 기여적, 부가적, 변혁적, 사회 실천적 접근법으로 다문화를 아는 것에 그치지 않고, 다문화를 바라보는 관점의 변화와 실천에 이르는 행동의 변화를 가져올 수 있어 다문화교육에 효과적이다. 연구대상자는 다문화학생과 비다문화 학생으로 이루어진 초등학교 3학년을 대상으로 통합수업을 실시하였고, 다문화 그림책을 활용한 독서 교육프로그램을 8차시 실행하여 학생 활동지와 연구자 관찰일지, 담임교사의 설문지와 평가서를 삼각검증방법으로 연구 분석하였다. 연구의 결론은 다음과 같다. 첫째, 다문화 교육을 위해 개발한 Banks의 4단계 접근법 중심의 CATSA(Contributive, Additive, Transformative, Social-Action)프로그램은 효과적이다. 둘째, 다문화교육은 주류집단과 소수집단, 모두를 위한 통합 수업이 효과적이다. 셋째, 초등학생의 다문화수용성의 증대를 위한 다문화그림책 활용은 다문화교육에 효과적이다. 넷째, 다문화 교육은 체험 중심의 교육프로그램이 효과적이다. 체험중심의 교육프로그램을 통해 서로의 이야기를 공감하고 경험을 함께 나눔으로 다문화교육의 효과를 높여준다. 초등학생을 위한 다문화교육이 문화적 다양성과 개방성만을 이해하는 인지적 변화에 그치는 것이 아니라, 서로 다른 문화에 대한 관점이 바뀌고 문화적 편견과 고정관념에 의한 정의롭지 못한 사회 및 교육적 환경을 변화시키는 실천적 행동으로 나아가는 변화를 도모할 수 있다는 점에서 의의가 있다.
본 연구의 목적은 초등학생 다문화 수용성을 위한 그림책 활용 독서 교육프로그램의 개발과 그 효과를 분석한 것으로, 초등학생의 다문화수용성을 향상시키기 위한 다문화교육에 있다. 그 동안의 다문화교육이 다양성과 개방성을 중심으로 하는 지식중심의 한계성을 가지고 있었다. 다문화교육의 진정한 효과를 얻기 위해서 Banks의 4단계 접근에서 그 해답을 찾을 수 있었고, 각 단계에서 다문화교육의 효과를 가져 올 수 있었다. 다문화의 이해는 다르다는 것을 아는 것 뿐 아니라 관점의 변화로 실천에 이르러야 한다. 다문화교육을 효율적으로 접근하기 위해 Banks의 4단계 다문화 교육과정 접근법을 중심으로 다문화 CATSA수업모형(multicultural contributive approach, additive approach, transformative approach, social action approach)을 개발하였고, 이를 실행하여 다문화수용성의 효과를 분석, 검증하였다. 4단계 교육과정 접근법은 기여적, 부가적, 변혁적, 사회 실천적 접근법으로 다문화를 아는 것에 그치지 않고, 다문화를 바라보는 관점의 변화와 실천에 이르는 행동의 변화를 가져올 수 있어 다문화교육에 효과적이다. 연구대상자는 다문화학생과 비다문화 학생으로 이루어진 초등학교 3학년을 대상으로 통합수업을 실시하였고, 다문화 그림책을 활용한 독서 교육프로그램을 8차시 실행하여 학생 활동지와 연구자 관찰일지, 담임교사의 설문지와 평가서를 삼각검증방법으로 연구 분석하였다. 연구의 결론은 다음과 같다. 첫째, 다문화 교육을 위해 개발한 Banks의 4단계 접근법 중심의 CATSA(Contributive, Additive, Transformative, Social-Action)프로그램은 효과적이다. 둘째, 다문화교육은 주류집단과 소수집단, 모두를 위한 통합 수업이 효과적이다. 셋째, 초등학생의 다문화수용성의 증대를 위한 다문화그림책 활용은 다문화교육에 효과적이다. 넷째, 다문화 교육은 체험 중심의 교육프로그램이 효과적이다. 체험중심의 교육프로그램을 통해 서로의 이야기를 공감하고 경험을 함께 나눔으로 다문화교육의 효과를 높여준다. 초등학생을 위한 다문화교육이 문화적 다양성과 개방성만을 이해하는 인지적 변화에 그치는 것이 아니라, 서로 다른 문화에 대한 관점이 바뀌고 문화적 편견과 고정관념에 의한 정의롭지 못한 사회 및 교육적 환경을 변화시키는 실천적 행동으로 나아가는 변화를 도모할 수 있다는 점에서 의의가 있다.
The purpose of this study is to develop the reading education program using picture books for elementary school students' multicultural acceptance, to analyze its effects, and to improve the multicultural acceptability of elementary school students. Multicultural education so far has...
The purpose of this study is to develop the reading education program using picture books for elementary school students' multicultural acceptance, to analyze its effects, and to improve the multicultural acceptability of elementary school students. Multicultural education so far has had a limit of being knowledge-centered focusing on diversity and openness. In order to achieve the true effect of multicultural education, the study could find the answer in Banks' four-step approach and bring about the effect of multicultural education in each stage. Multicultural education should not only understand the diversity and openness of culture, but also eliminate prejudice and stereotypes from the perspective of mainstream groups and lead to mutual exchange will and behavioral practice. To effectively approach multicultural education, this study developed a multicultural CATSA class model(multicultural contributive approach, additive approach, transformative approach, social action approach) based on Banks' four-step multicultural curriculum approach and implemented a multicultural reading education program in 8 sessions to analyze and verify the effect of multicultural acceptability. The four-step curriculum approach is not only a contributive, additive, transformative, and social action approach to know multiculturalism, but also is effective for multicultural education because it can bring changes in the perspective from which we see multiculturalism and in behavior of the practice. The subjects of this study were 3rd grade elementary school students of multicultural students and non-multicultural students. The results of the analysis were drawn by qualitative analysis of student activity sheets, researcher observation logs, questionnaires and evaluation books of homeroom teachers. The results of the study show that the effect of the first step called contributive approach on cultural diversity is to understand the multiculturalism and cultural diversity. In the second step called additive approach, the effect on cultural openness was recognized as awareness of difference in various cultures, and the empathy ability for multiculturalism and cultural openness were shown. In the third step of the transformative approach, the effect on the resolution of prejudice and stereotypes was found to get out of prejudice and stereotypes, to change the perspective of the mainstream group, and to cultivate the attitude of reflection and reflection. In the fourth step of social action approach, the effect on the will to interact and the behavioral practice was that the participants themselves could have the problem consciousness and problem solving ability to confront inequality, the will to interact and the behavioral practice, and the heightened community consciousness as a global citizen. The conclusions of this study are as follows. First, CATSA program based on Banks' four-step approach and developed for multicultural education was effective. Second, integrated classes for mainstream and minority groups and all were effective for multicultural education. Third, the use of multicultural picture books in order to increase the acceptance of multiculturalism of elementary school students was effective in multicultural education. Fourth, the experience-centered multicultural education program was effective. The experience-centered multicultural education program helped to enhance the effect of multicultural education by understanding the participants’ own culture and other cultures and sharing experiences with each other through experiential activities. Therefore, multicultural education should be an integrated class for all, and the direction of contents of multicultural education should be towards being moved away from prejudice and stereotypes, improving unequal problems, and aiming at equal and just education. True multicultural education should not only be a cognitive change that understands cultural diversity and openness, but also change the perspective of different cultures and move towards practical behavior that changes the unjust social and educational environment by cultural prejudice and stereotypes. In this sense, this study has significance in that multicultural education for the increase of multicultural acceptability of elementary school students could bring about cognitive and behavioral changes and enhanced multicultural acceptability.
The purpose of this study is to develop the reading education program using picture books for elementary school students' multicultural acceptance, to analyze its effects, and to improve the multicultural acceptability of elementary school students. Multicultural education so far has had a limit of being knowledge-centered focusing on diversity and openness. In order to achieve the true effect of multicultural education, the study could find the answer in Banks' four-step approach and bring about the effect of multicultural education in each stage. Multicultural education should not only understand the diversity and openness of culture, but also eliminate prejudice and stereotypes from the perspective of mainstream groups and lead to mutual exchange will and behavioral practice. To effectively approach multicultural education, this study developed a multicultural CATSA class model(multicultural contributive approach, additive approach, transformative approach, social action approach) based on Banks' four-step multicultural curriculum approach and implemented a multicultural reading education program in 8 sessions to analyze and verify the effect of multicultural acceptability. The four-step curriculum approach is not only a contributive, additive, transformative, and social action approach to know multiculturalism, but also is effective for multicultural education because it can bring changes in the perspective from which we see multiculturalism and in behavior of the practice. The subjects of this study were 3rd grade elementary school students of multicultural students and non-multicultural students. The results of the analysis were drawn by qualitative analysis of student activity sheets, researcher observation logs, questionnaires and evaluation books of homeroom teachers. The results of the study show that the effect of the first step called contributive approach on cultural diversity is to understand the multiculturalism and cultural diversity. In the second step called additive approach, the effect on cultural openness was recognized as awareness of difference in various cultures, and the empathy ability for multiculturalism and cultural openness were shown. In the third step of the transformative approach, the effect on the resolution of prejudice and stereotypes was found to get out of prejudice and stereotypes, to change the perspective of the mainstream group, and to cultivate the attitude of reflection and reflection. In the fourth step of social action approach, the effect on the will to interact and the behavioral practice was that the participants themselves could have the problem consciousness and problem solving ability to confront inequality, the will to interact and the behavioral practice, and the heightened community consciousness as a global citizen. The conclusions of this study are as follows. First, CATSA program based on Banks' four-step approach and developed for multicultural education was effective. Second, integrated classes for mainstream and minority groups and all were effective for multicultural education. Third, the use of multicultural picture books in order to increase the acceptance of multiculturalism of elementary school students was effective in multicultural education. Fourth, the experience-centered multicultural education program was effective. The experience-centered multicultural education program helped to enhance the effect of multicultural education by understanding the participants’ own culture and other cultures and sharing experiences with each other through experiential activities. Therefore, multicultural education should be an integrated class for all, and the direction of contents of multicultural education should be towards being moved away from prejudice and stereotypes, improving unequal problems, and aiming at equal and just education. True multicultural education should not only be a cognitive change that understands cultural diversity and openness, but also change the perspective of different cultures and move towards practical behavior that changes the unjust social and educational environment by cultural prejudice and stereotypes. In this sense, this study has significance in that multicultural education for the increase of multicultural acceptability of elementary school students could bring about cognitive and behavioral changes and enhanced multicultural acceptability.
주제어
#다문화교육 초등학생 다문화수용성 Banks의 다문화 교육과정 접근법 다문화 교육프로그램 multicultural education multicultural acceptance Banks’ multicultural curriculum approach multicultural picture books multicultural class model multicultural education program
학위논문 정보
저자
손은희
학위수여기관
창원대학교
학위구분
국내박사
학과
교육학과
지도교수
정영애
발행연도
2020
총페이지
iv, 140 p.
키워드
다문화교육 초등학생 다문화수용성 Banks의 다문화 교육과정 접근법 다문화 교육프로그램 multicultural education multicultural acceptance Banks’ multicultural curriculum approach multicultural picture books multicultural class model multicultural education program
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