[논문]중등 예비화학교사의 수업 계획에서 교사용 지도서의 활용 방식 분석

양찬호; 송나윤; 김민환; 노태희

doi:10.14697/jkase.2016.36.4.0681

[국내논문] 중등 예비화학교사의 수업 계획에서 교사용 지도서의 활용 방식 분석
Analysis of Pre-service Secondary Chemistry Teachers' Uses of Teacher's Guide in Planning Lessons 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.4, 2016년, pp.681 - 691

양찬호 (서울대학교) , 송나윤 (서울대학교) , 김민환 (서울대학교) , 노태희 (서울대학교)

초록
AI-Helper

이 연구에서는 중등 예비화학교사의 수업 계획에서 교사용 지도서의 활용 방식을 분석하였다. 서울 소재 사범대학에 재학 중인 11명의 예비교사가 연구에 참여하였다. 예비교사들에게 교과서와 교사용 지도서 및 부속자료를 제공하고 이를 활용하여 일반적인 수업과 과학 교수학습 모형을 활용한 수업을 계획하도록 하였다. 예비교사들이 작성한 교수학습 지도안과 활동지, 면담 결과를 분석하였다. 연구 결과, 대부분의 예비교사들은 교사용 지도서의 차시 구분을 그대로 따랐으나, 전체 대단원의 차시 구성이나 교육과정 상의 내용 간 연계에 대한 고려는 부족하였다. 또한, 수업에 적용할 모형을 선정할 때 제시된 예시 지도안의 도움을 받는 경우도 있었다. 교수학습 활동 측면에서 일반적인 수업에서는 교과서의 탐구 활동에 제시된 질문을 변형하였고, 모형을 적용한 수업에서는 모형의 각 단계에 맞춰 교과서의 탐구 활동을 변형하였다. 대부분의 예비교사들이 부속자료로 제공된 활동지를 활용하지 않고 교사용 지도서와 부속자료를 응용하여 활동지를 제작하였다. 예비교사들은 예시 지도안에 제시된 평가 단계를 보고 교수학습 평가 요소를 인식하였으나, 교과서나 교사용 지도서, 부속자료를 응용하여 주로 내용 지식을 평가하기 위한 지필평가를 계획하였다. 예비교사들은 교사용 지도서에 제시된 소단원 도입 질문이 학생의 흥미 유발에 효과적이지 않다고 평가하여, 이를 변형하거나 새로운 내용을 추가하였다. 이러한 연구 결과를 바탕으로 예비교사 교육과정에서 예비교사의 PDC 향상을 위한 교사용 지도서의 효과적인 활용 방안과 교사용 지도서의 개선 방향에 대해 논의하였다.

Abstract ▼ AI-Helper

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	교육과정이란?	교육과정은 학교에서 일어나는 교수학습의 내용과 과정을 규정하는 핵심 요소로, 교육과정이 구현된 교육과정 자료는 교사가 수업에서 무엇을 어떻게 가르칠 것인지에 대한 의사결정을 하는 데 주요한 준거가 된다(Arzi & White, 2008; Grossman & Thompson, 2008;Nowicki et al., 2013).
	교사용 지도서의 목적이 교사가 교육과정을 있는 그대로 구현하도록 하기 위한 것이라고 보기는 어려운 이유는 무엇인가?	이러한 교사용 지도서의 목적이 교사가 교육과정을 있는 그대로 구현하도록 하기 위한 것이라고 보기는 어렵다. 이는 개별 학교와 교실 상황의 다양성에 맞추어 교육과정의 의도를 적절한 수준에서 구현하는 것이 더 중요하기 때문이다(Barab & Luehmann, 2003;Squire et al., 2003).
	교사용 지도서에는 어떤 자료가 포함되어있는가?	, 2013). 학교에서 주로 사용되는 교육과정 자료는 교과서와 교사용 지도서인데, 교사용 지도서는 교사를 위한 교육과정 자료로써 교과서 내용뿐 아니라 교수학습 지도안, 학생용 활동지, 수업 진행을 위한 ppt 등의 부속자료를 포함한다(Kweon et al., 2001).

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