교사-아동간 상호작용 비교 :

A Comparative Study on Teacher-Child Interaction between Kindergarten and the 1st Grade of Elementary School

본 연구는 유치원과 초등학교 1학년 교실 수업 상황에서 교사-아동 간의 상호작용에는 어떤 특징이 있는지 비교하였다. 이를 위해서 문화 기술적 연구 방법을 적용하였고, 유치원과 초등학교 1학년 각각 한 학급을 대상으로 하였다. 연구 결과, 첫째, 유치원에서의 상호작용을 ‘준비하는’ 과정의 상호작용이라면, 초등학교에서의 상호작용은 ‘준비된’ 상호작용이라는 특징이 있었다. 둘째, 유치원에서는 교사: 학생간의 은 ‘1:1’ 상호작용이, 초등학교에서는 ‘1:다수’ 상호작용이 주로 일어났다. 셋째, 유치원은 교사가 아동들에게 다가가는 ‘배려하는’ 상호작용이, 초등학교 1학년은 아동들로 하여금 교사에게 다가오게 만드는 ‘주도성을 요청하는’ 상호작용이 관찰되었다.

The purpose of this study was to observe and analyze which characteristics there are and how different those are in the teacher-child interaction in the actual teaching situation of kindergarten and the 1st grade of elementary school. Aiming at this study, the micro-ethnography research method was applied. Each of one class for kindergarten and the 1st grade of elementary school was targeted. Teaching in each 16 sequential-time portion was shot, transcribed, and analyzed. And, the results in this study are as follows. The characteristics of teacher-child interaction in kindergarten can be inquired its characteristics largely according to medium of causing interaction, according to activity type, and according to unique rhythm in interaction. The following conclusions were obtained. First, given seeing the interaction in kindergarten as \ preparing\ interaction, the interaction in the 1st grade for elementary school can be said to be \ prepared\ interaction. Second, in kindergarten, the individual activity was observed much the ‘1:1’ interaction. The 1st grade of elementary school formed a great part of the ‘1:majority’ interaction that is much in collective activity. Third, the kindergarten formed the \ considering\ interaction that a teacher approaches children. The 1st grade of elementary school formed the interaction of requiring \ initiative\ that allows children to approach a teacher.