초록 ▼

본 연구는 미래사회가 필요로 하는 창의융합형 인재를 양성하기 위해서 교실수업이 어떻게 변해야 하는가를 탐색하는데 목적이 있다. 연구의 목적을 달성하기 위해 다각적인 방법으로 자료를 수집하였는데, 특히 교실 수업에 대한 교육계 내 외의 다양한 의견을 수렴함으로써 수업혁신의 필요성 및 방향을 공유하고 수업혁신의 궁극적인 목적을 설정하였다. 또한 실제교실 수업에서의 변화를 시도하기 위해 필요한 수업 혁신 요소들을 추출하였으며, 구체적인 수업 혁신 사례와 지원 방안을 도출하였다. 국내 외 수업 혁신 사례들을 탐색하기 위한 문헌조사, 창의융

본 연구는 미래사회가 필요로 하는 창의융합형 인재를 양성하기 위해서 교실수업이 어떻게 변해야 하는가를 탐색하는데 목적이 있다. 연구의 목적을 달성하기 위해 다각적인 방법으로 자료를 수집하였는데, 특히 교실 수업에 대한 교육계 내 외의 다양한 의견을 수렴함으로써 수업혁신의 필요성 및 방향을 공유하고 수업혁신의 궁극적인 목적을 설정하였다. 또한 실제교실 수업에서의 변화를 시도하기 위해 필요한 수업 혁신 요소들을 추출하였으며, 구체적인 수업 혁신 사례와 지원 방안을 도출하였다. 국내 외 수업 혁신 사례들을 탐색하기 위한 문헌조사, 창의융합형인재와 수업혁신의 의미를 탐색하기 위한 델파이 조사 및 심층면담, 창의 융합형 인재양성 수업혁신 요소 도출을 위한 전문가 집담회, 수업혁신요소별로 실제수업 장면들을 탐색하기 위한 수업 관찰, 지원 방안 도출을 위한 학생과 교사 대상의 설문조사 및 정책 협의회가 순차적으로 이루어졌다.

먼저, 창의융합형 인재의 의미와 요소를 탐색하였다. 심층 인터뷰와 델파이 조사를 통한 창의 융합형인재에 대해 교육계내 외 전문가들이 갖는견해는 궁극적으로 같은 의미였다. 그러나 교육계 밖 전문가들의 경우에는 보다 근본적인 시각(왜 창의 융합을 이야기 하는가?)에서의 개념을, 교육계 내전문가들의 경우에는 역량 개발차원(창의성과융합적사고를 통해 무엇을 할수있는가?)에서의 개념을 언급하는 경향이었다. 좀 더 나아가 교육계내 외의 창의융합형 인재양성을 위한 교육적 기대를 조사하여 창의융합형 인재양성 수업의 본질적인 필요성과 교실 수업에서의 실제적인 구현 가능성을 탐색하였다.

또한 수업 혁신의 의미와 국내 외 수업 혁신 동향을 살펴본 결과, 수업혁신은 “수업철학 및 관점을 통해 기존의 수업과는 다르게 수업방법과 내용을 구성하거나 평가를 실행하는 활동”을 의미하는 것으로 보았다. 수업 혁신의 의미를 바탕으로 국내와 외국에서 시도되고 있는 수업 혁신의 사례와 특징들을 탐색하였는데, 국내의 경우에는 수업 혁신을 위한 정부 또는 시 도교육청 단위의 정책적인 움직임을 살펴보았고, 현장에서 자발적으로 이루어지고 있는 수업 개선을 위한 활동과 방법을 소개하였다. 외국의 사례는 수업 및 학교 혁신 우수사례로 평가받는 3개국(핀란드, 캐나다, 싱가폴)의 사례를 선별하여 수업혁신과정을 이해하기 위한 교육 시스템의 특성과 교사교육을 통한 수업 개선 노력 등을 분석하였다.

다음으로, 창의융합형 인재양성을 위한 수업혁신요소를 추출하였다. 수업 전문성이 있는 교사전문가집단을 구성하여 먼저, 창의융합형 인재와수업혁신의 의미탐색결과를 공유하였다. 이후 정기적인 전문가 집담회를 운영하였으며, 요소추출을 위한 순차적인 논의를 진행하였다. 논의주제는‘창의융합형 인재양성을 위한 교실수업의 모습 및 창의융합형 수업관찰시 확인할 수 있는 특징’, ‘창의융합적역량 계발을 지향하는 수업장면 발굴 및 수업 장면별 관찰될 수 있는 지표 추출’, ‘수업 혁신 영역간의 관계 점검 및 요소별 명칭의 적절성 검토’의 순서로연결되었다. 마지막단계에서는 창의융합형 인재양성을 위한 수업혁신요소의 타당성을 점검하기 위해 전문가 의견 조사를 실시하였다. 이러한 과정을 거쳐 도출된 창의 융합형 인재 양성을 위한 수업 혁신 요소는 다음과 같다.

추출된 창의융합형 인재양성 수업혁신요소를 기준으로 실제수업에서 해당요소가 나타나는 장면들을 살펴보았으며, 창의 융합형 인재 양성을 위한 수업 혁신이 어느 정도 구현될 수 있는가에 대해 분석하였다. 수업 장면 분석은 연구진이 직접 참관한 중학교의 교실 수업들과 전국단위의수업모니터링단을 통해 수집한 수업장면들을 기반으로 이루어졌으며, 수집된 자료전체를 기준으로 창의융합형 인재양성을 위한 수업혁신요소별빈도와 경향도 함께 살펴보았다. 수집된 수업사례들을 창의융합형 인재양성을 위한 수업혁신요소별로 제시함으로써 창의융합형 인재양성을위해 수업을 어떻게 바꾸어야 하는지를 쉽게 이해할수 있도록 하였다.

구체적인 수업혁신지원방안을 도출하기 위해 학생과 교사를 대상으로 창의융합형 인재 양성을 위한 수업혁신지원요구를 분석하였다. 학생설문은 현재의 교실수업에 대한 인식과 수업에서 구현되고 있는 창의융합적요소, 학생중심수업경험, 선호하는수업유형, 수업선호에 영향을 미치는요인과 모둠수업에 대한 인식으로 구성하였다. 설문에 참여한 응답자는 547명(실제분석데이터: 529명)이었으며, 학생들의 성별, 학년별, 수업이해도 수준별로 응답결과의 차이를 살펴보았다. 교사설문의 경우에는 창의융합형인재에 대한 이해, 수업개선의지와 수업 개선을 시도할 때 겪는 어려운 점, 수업 개선 지원 요구사항 등을 질문하였다. 설문에 참여한 교사는 464명(실제분석데이터: 452명)이었으며, 교사의성별, 교직경력, 수업에 대한 자율적 개선 의지 수준(상, 중, 하)별로 응답결과의 차이를 살펴보았다.

이러한 연구결과를 종합하여 창의융합형 인재양성을 위한 수업이 활성화 될 수 있는 지원 방안들을 모색하였다. 관련 방안도출은 ‘교사의 역량과 의지에 대한 지원’ 및 ‘교사의 의지를 자극하는 환경적 제도적 지원’ 이라는 방향성에 근거하였다. 본 연구에서는 이러한 방향성에 근거를 두고, 창의 융합형 인재 양성을 위한 수업 혁신 활성화 방안 6가지와 각각의 방안별 실천 전략들을 다음과 같이 제시하였다.

(출처 : 연구요약 7p)

Abstract ▼

This study aimed to explore how classroom teaching should be changed in order to raise talents with creativity-convergence who are needed in the future society. To the research purpose, the researchers examined the concepts of talents with creativity-convergence and teaching innovation and navigated

This study aimed to explore how classroom teaching should be changed in order to raise talents with creativity-convergence who are needed in the future society. To the research purpose, the researchers examined the concepts of talents with creativity-convergence and teaching innovation and navigated the internal and external trends of teaching innovations.
Especially so as to extract elements of teaching innovation for enhancing students’creativity-convergence, this study surveyed different opinions for education from the exterior of educational area as well as those of professionals from the interior of it and expectations on classroom teaching. From this procedure, 12 elements of teaching innovation to raise talents with creativity-convergence are extracted and utilized as standards for analysis on teaching innovation scenes through the process of sharing with a monitoring group of 44 teachers nationwide. The researchers and the monitoring group analyzed the actual scenes of classroom teaching and discovered examples for each element of teaching innovation for creativity-convergence. After these series of steps, this study suggested 8 plans to support teaching innovation to raise talents with creativity-convergence and detailed strategies to execute those plans by each implementation body of school units,Metropolitan and Provincial Offices of Education, and the Ministry of Education.

In the study, diverse research methods were carried out: literature review to investigate the internal and external cases of teaching innovation; delphi survey and in-depth interview for conceptualization of talents with creativity-convergence and teaching innovation; conferences to extract elements of teaching innovation for raising talents with creativity-convergence; class observation to examine actual teaching scenes for eachelement of teaching innovation; policy consultation to draw alternative plans.

In the second chapter, the researchers conducted an analysis on concepts of creativity and convergence and inquired the meaning and elements of talents with creativity-convergence. In order to grasp the views from the exterior of educational area toward talents with creativity-convergence, 11 specialists with writing and research experience regarding future talents types, creativity-convergence or school education from areas of social economy, humanities, science, arts, media, and business were interviewed.
In addition, to analyze the perspectives on talents with creativity-convergence within educational area, delphi survey was conducted of the 26 teachers with teaching professionality who were recommended by 17 Metropolitan and Provincial Offices of Education. As a result, talents with creativity-convergence are defined as “people who make endeavor to eventually contribute to life phases of human-beings by retaining cumulated professionality, emotional comprehension and imagination, seeing the existing thingsdifferently from the point of view to see the entire, and communicating the all elements and combining each of them with different kinds of elements.” Based on this definition, the features of talents with creativity-convergence were summarized as follows: the first, the long term training for their interests; the second, persistence to investigate and solve problems; the third, comprehension on professional areas of themselves and the others based on the point of view to see the entire; the fourth, communication with other areas basedon their specialty areas; lastly, the empathy and sensibility to communicate across areas.

In the third chapter, the study drew the concepts of teaching innovation through delphi survey and explored the internal and external trends of teaching innovation. The concept of teaching innovation was deducted after three delphi surveys conducted of 28 teacher practitioners with teaching professionality and supervising experience. The analysis resulted in the conceptualization of teaching innovation as “activities to construct teaching methods and contents or evaluate differently from existing lessons through teaching philosophy and views”. At this point, philosophy and views of teaching correspond to core abilities reinforcement, learning-oriented class, student-oriented class, and enjoyable class. Teaching contents, methods and evaluations include life-related learning contents, curriculum reconstruction, collaborative learning in classes, discussion class, project-based learning, flipped learning, integrated class, Havruta class and process-oriented assessment.

Additionally, the study investigated the features of teaching innovation through examples of each country which were attempted in and outside Korea concept of teaching innovation in this study. On the internal cases, literature review was conducted to organize the political movement of government or Metropolitan and Provincial Offices of Education for teaching innovation and the activities and methods to change classes occurring voluntarily on the job were introduced. On the external cases, the researchers selected three countries(Finnland, Canada, and Singapore) which are evaluated as excellent examples of teaching innovations through school change and organized the characteristics of educational system and teaching innovation efforts through teacher training among teaching innovation processes.

In the next chapter, the researchers extracted the elements of teaching innovation to support talents with creativity-convergence. To complete the process, a expert group of 14 teachers qualified with teaching professionality were formed and conferences were held four times to begin with the sharing of the result of the second chapter of exploring the meaning of talents with creativity-convergence and of the third chapter of examining the meaning of teaching innovation. The elements of teaching innovation were extracted as follows.

The twelve elements of teaching innovation are independent from and have connections with each other at the same time. Based on the scenes of classroom lessons, the interconnected elements were suggested in four sections according to the features of each section. The sections are to aim at providing resources in the process of preparing and carrying out classes to raise talents with creativity-convergence so that one can find where to put the emphasis in teaching process. The twelve elements retain the structure of mixturewith elements which emphasize cognitive abilities and those which emphasize attitudes. The cognitive phases are once more divided into elements which differentiate the directions of thinking from the existed point of view and sight to the new ones and those which bring the manipulative abilities on concrete knowledge on. The phases of emphasizing attitudes are divided into ones to reinforce internal motivation and those to raise creative inclination.

In the fifth chapter, based on the elements of teaching innovation to raise talents with creativity-convergence as suggested in the chapter four, the researchers examined the scenes of actual lessons where the relevant elements realized and analyzed to what extent teaching innovation to raise talents with creativity-convergence was in progress. We collected scenes of actual classes by both direct and indirect observation. Upon the direct observation, three researchers and an external expert visited a middle school and observed the relevant class. Collected scenes suggested by the elements of teaching innovation to raise talents with creativity-convergence.

In the sixth chapter, the researchers analyzed the supporting environment of teaching innovation to raise talents with creativity-convergence. For the analysis, online survey was carried out to investigate the perspectives and needs of students and teachers (carried out on 10/10～10/18 in 2016).

The survey results of students are as follows. First, more than about 70%of students agreed that classroom lessons should be changed so as to raise talents based on the demand in future society. Second, about half of the students answered they experienced ‘student-oriented class’ and their preferring types of classes are ‘classes with interesting stories(41.8%)’, ‘classes with many activities(22.5%)’, ‘classes dealing with new and much information beyond the textbook(13.4%)’ and so on. About 70% of students also answered they had situations where they came to like the relevant subject matters because the ways of carrying out classes of teachers were innovated. Third, 83.3% of students commented that they might take time to discuss deeply about why students ought to learn the relevant subject matter. Fourth, 68% of students responded their classroom environments were generous with students’ failure, however more female students showed a tendency to respond negatively on the generousity of classroom environment. Fifth, 73%of students agreed that ‘classes where classmates rather than teachers gave answers to the questions’ were better, and 84%of students admitted ‘classes where they could interact with classmates more’ were helpful for them. However students with low understanding on the class showed low perception mainly to the degree how they were helped from the various types of classes attempted in the classrooms. The lower their understanding on the class was, the more they requested the classroom lessons be innovated.

The survey result of teachers are as follows. First, 97.8% of teachers agreed teaching innovation was necessary in order to raise talents with creativity-convergence. Second, about 70%of teachers were likely to innovate their classes by their voluntarily wills and responded they recognized the necessity of teaching innovation mostly when they saw students could not participate properly(51.1%). Third, 94.4%of teachers agreed learning communities of teachers are needed for teaching innovation of teachers. Fourth, the biggest difficulty when they intended to innovate their classes was lack of time and mental capacity(28.3%). Lack of supports rather than demands of teaching innovation toward teachers(25.0%) and the problemthat higher grade schools have more difficulties in innovating classes (difficulties of connection between different grade of schools, 16.8%) were the following opinions.

Students had a positive perception on the various attempts to innovate classes and would like to learn through communication with classmates. However, teachers showed worries on students’ complaints when they tried to change their types of lessons. In addition, teachers were likely to decide to innovate their classes when they saw students who were not able to be engaged in the classes properly, and the students with lower understanding levels desired the innovated classes more. Considering that students with lower understanding on various types of existing classes attempted showed lower satisfaction, this result from the need analysis survey implied the necessity of new ways of classroom lesson and delicate design of classes where every student could participate properly.

Thus the researchers sought support strategies to activate the class to raise talents with creativity-convergence by putting together these results. The related strategies were drawn based on the direction of support ‘for the competence and volition of teachers’ and ‘for the environmental and institutional support to stimulate the volition of teachers.’ In concluding this study, the researchers suggested 6 ways and 15 strategies to activate the class to raise talents with creativity-convergence based on this direction aforementioned.

(출처 : ABSTRACT 241p)

목차 Contents

• 표지 ... 1
• 연구협력진 ... 3
• 머리말 ... 5
• 연구요약 ... 7
• 목차 ... 11
• 표목차 ... 13
• 그림목차 ... 17
• I 서론 ... 19
• 1. 연구의 필요성 및 목적 ... 21
• 2. 연구 내용 ... 24
• 3. 연구 방법 ... 26
• II 창의 융합형 인재의 의미 ... 43
• 1. 창의 융합형 인재의 의미 탐색 ... 45
• 2. 창의 융합형 인재에 대한 사회 각층의 시각 ... 48
• 3. 창의 융합형 인재에 대한 교사들의 시각 ... 64
• 4. 시사점 ... 75
• III 수업 혁신의 의미 및 국내‧외 동향 ... 79
• 1. 수업 혁신의 의미 ... 81
• 2. 국내의 수업 혁신 동향 ... 86
• 3. 외국의 수업 혁신 동향 ... 91
• 4. 시사점 ... 101
• IV 창의 융합형 인재 양성을 위한 수업 혁신 요소 ... 103
• 1. 창의 융합형 인재 양성을 위한 수업 혁신 요소의 추출 과정 ... 105
• 2. 창의 융합형 인재 양성을 위한 수업 혁신 요소의 추출 결과 ... 120
• 3. 창의 융합형 인재 양성을 위한 수업 혁신 요소의 활용 및 시사점 ... 130
• V 창의 융합형 인재 양성을 위한 수업 혁신 사례 ... 133
• 1. 발상의 전환, 사고의 이동 ... 139
• 2. 인지적 훈련 ... 144
• 3. 동기는 내 안에 있다 ... 148
• 4. 배움에 임하는 자세 ... 153
• Ⅵ 창의 융합형 인재 양성을 위한 수업 혁신 지원 요구 ... 159
• 1. 학생의 인식과 요구 ... 161
• 2. 교사 인식과 요구 ... 176
• 3. 시사점 ... 196
• VII 창의 융합형 인재 양성을 위한 수업 혁신 활성화 방안 ... 199
• 1. 교사 역량 강화 및 수업 지원 ... 202
• 2. 학교 지원 및 제도적 기반 마련 ... 212
• VIII 요약 및 정책 제언 ... 221
• 1. 요약 ... 223
• 2. 정책 제언 ... 228
• 참 고 문 헌 ... 234
• ABSTRACT ... 241
• 부 록 ... 247
• [부록 1] 창의 융합 델파이 조사지 ... 249
• [부록 2] 수업 혁신 델파이 조사지 ... 260
• [부록 3] 수업 혁신 장면 분석틀 ... 268
• [부록 4] 학생 대상 온라인 설문지 ... 271
• [부록 5] 교사 대상 온라인 설문지 ... 280
• 끝페이지 ... 292