생활문화 중심의 다문화동아리활동 프로그램이 초등학생의 다문화수용성에 미치는 영향

A study on Change of Student s Multicultural Acceptance in Elementary School Applying Multicultural Club Activity Centered on Living Culture

본 연구는 생활문화 중심의 다문화동아리활동 프로그램을 구안하여 적용한 후 초등학생의 다문화수용성에 미치는 영향을 알아보는데 목적이 있다. 이를 위해 초등학교 1~3학년 다문화가정과 일반가정 학생 20명을 대상으로, 2016년 3월부터 11월까지 실시하였으며 그 결과는 다음과 같다. 첫째, 생활문화 중심의 다문화동아리활동 프로그램을 적용한 실험집단의 다문화수용성은 전체와 하위 영역 4개 모두 5% 수준에서 유의한 차이가 있는 것으로 나타나 생활문화 중심의 다문화동아리활동은 초등학 생의 다문화수용성에 긍정적인 영향을 끼쳤음을 알 수 있었다. 둘째, 수업관찰과 학생들의 활동지, 소감문, 학습결과물, 생각나누기 등을 분석한 결과, 친구들과의 관계형성이 좋아졌다. 즉, 다문화가정 학생과 일반가정 학생 상호 간에 보이지 않는 경계의 벽을 해체하였고, 서로 돕고 나누는 활동에서 자연스럽게 친밀한 관계로 발전하였다. 또한 학생들은 다문화에 대한 고정관념과 편견을 해소하려는 의지를 가지게 되어 서로 다름을 인식하였으며, 다양한 관점으로 문화의 다양성을 바라보게 되었다. 뿐만 아니라 학생들은 문화를 함께 공감하고 아름다움을 공유하고 즐거움을 나누는등 다문화적 공감능력도 향상되어, 구안된 생활문화 중심의 다문화동아리활동 프로그램은 다문화수용성 향상에 영향을 끼쳤음이 확인되었다. 이 연구의 결과에 기초하 여 제언을 하면, 다문화동아리를 활성화시키기 위해서는 인근의 학교와 연대하여 다양한 프로그램과 콘텐츠를 개발하고, 서로 정보를 교환하여 학습자들에게 다각적인 다문화적 경험을 확장시킬 필요성이 있으며, 다문화동아리 운영이 일회성이 아닌 지속적인 내용으로 운영되기를 제언한다.

The objective of this study that was to investigate the changes in the multicultural acceptance of elementary school students applying the multicultural club activity(MCA) program centered on living culture through quantitative research and qualitative research. For this purpose, the experimental group, which was composed of 20 multicultural and ordinary students in the 1st to 3rd grade of D elementary school in Cheonan-si. The group participated in the MCA program for 9 months from March to November, 2016. The effect after the application was analyzed with that the significance level was set to 5%, Also, to analyze the behavioral changes of the experimental group students on the multicultural acceptance, this researcher observed behavioral changes in the process and conducted a qualitative analysis such as the results of the questionnaires and activities. The results of this study are as follows. First, the MCA centered on living culture had positively influenced the multicultural acceptance of the elementary school students. As a result of verifying the pre-post multi-cultural acceptance scores of the group, it was proved that there was a significant difference at the level of 5% in all 4 areas of multi-cultural acceptance. Second, through the MCA, students became better friends with each other. The MCA centered on living culture had disintegrated the walls of the invisible boundary between students from multi-cultural and ordinary students, and they naturally developed intimate relations with helping and sharing each other. Third, the students became aware of differences each other with the MCA centered on living culture. They had a willingness to resolve their inner prejudices about multiculture and there had been a change in the acceptance of multiculture that recognizes different . Fourth, the MCA program allowed students to view cultural diversity from a variety of perspectives. The MCA centered on living culture had brought about changes in multicultural attitudes that respect the diversity of cultures and accept other cultures. Fifth, through life-centered the MCA, students shared the joy of feeling the beauty of culture together. This showed that students had a positive impact on improving their multi-cultural empathy. This study presents the following suggestions based on the positive results. First, this MCA program, which was operated without a comparative group, should be supplemented with research that can obtain statistically significant results from comparison between experiment group and comparison group. Second, this study was limited to lower grade students, and follow-up studies should be conducted on the operation of the MCA for upper grade. Third, In order to revitalize multicultural clubs, it was necessary to develop diverse programs and contents in cooperation with neighboring schools, and to exchange information with each other to expand multicultural experiences.