개별화 음악수업에 대한 학습자 인식 및 요구 조사

Investigation of Learners‘ Perception and Needs for Differentiated Music Instruction

본 연구는 개별화 음악수업에 대한 학습자의 인식을 조사하기 위하여 실시되었다. 수업요인, 교사요인, 학생요인, 시설·환경요인의 범주로 개발된 설문 조사를 전국 단 위의 초등학교 및 중학교 학생 1726명을 대상으로 실시한 결과 다음과 같은 결론을 도출하였다. 첫째, 음악수업 활동 영역별 흥미도는 전체 응답자의 경우 감상영역에 높게 나타냈으나, 학교급별, 성별, 학교소재지별로는 다양성을 보였다. 음악수업에 개인차 반영, 개인의 흥미와 수준을 고려한 음악수업진행, 체험식 음악수업에 대한 학습자들의 요 구가 높게 나타난 반면, 개인차를 고려한 음악지도 및 학습 활동 경험은 매우 낮았다. 둘 째, 개인의 음악수준 차이를 수용하기 위한 보조교사에 대한 요구가 있었다. 셋째, 학습자가 인식하는 자신들의 음악수업 내용의 이해도는 매우 높았으며, 다른 학생들 과의 음악수준 차이에 대한 인식은 크지 않았다. 넷째, 다양한 시청각 자료 활용, 개 별화 수업을 위한 음악실, 음악수준의 개인차를 고려한 교보재 및 악기 제공, 개별학 습을 위한 멀티미디어 기자재에 대한 높은 요구가 나타났다.

The purpose of this study was to investigate learners perception on the differentiated music instruction. The questionnaire was categorized with the instruction-factor, teacher-factor, learner-factor, and learning environment-factor. The participants in this survey consisted of a total of 1726 elementary and middle school students on a national scale. Based on the survey results, the conclusions were revealed as follows: Firstly, the learners indicated their preferences for music appreciation among other areas such as singing, playing, and composing, while they showed varieties in interests from different grade levels, gender, and sites. The respondents showed their strong needs for a music instruction that reflected individual differences, considered for individual interests and abilities in learning processes, and included activities related to the authentic musical experiences. Nevertheless, they have rarely experienced individualized instructions or activities considering personal differences. Regarding evaluation matters, they required standards, which considered for individual differences and personal efforts. Second, the respondents indicated their needs for teacher assistant(s) who could support for the music differentiated instruction. Third, the learners considered that they fully understood the content of music instruction. Also, they did not recognize strong differences in the level of music ability compared to their classmates. Lastly, for more effective differentiated music instruction, the survey respondents showed their strong needs for application of various audio-visual materials, use of music rooms, learning materials considering for individual differences in music aptitude, and implementation for multimedia equipments. The findings suggest for the need of investigating perception of the differentiated music instruction from diverse perspectives such as music teachers, parents, and administrators; developing a model for differentiated music instruction and its implementation for music instructions, and considering for application of the factors of differentiated instruction to the music national curriculum.