초등학생의 국어과 의사소통 역량 진단과 분석

Diagnosis and Analysis of Elementary School Students’ Korean Language Education Communicative Competency: Focused on an Analysis of Differences among the Personal Variables of Students in the 5-6th Grader Group in Gyeongnam

목적: 초등학생의 ‘국어과 의사소통 역량’을 개인 변인별로 진단하고 분석하여, 학생들에게 언어생활 성찰에 대한 기회를 제공하고 국어과 ‘교과 역량’ 교육 활성화를 위한 유의미한 시사점을 찾는 것이다. 방법: 경남 지역 5·6학년군 학생을 중심으로, ‘국어과 의사소통 역량 평가 지표’를 활용한 자가 평가 방식으로 ‘국어과 의사소통 역량’을 진단한다. 분석 도구는 엑셀과 SPSS를 활용한다. 분석 방법은 독립표본 t 검정과 일원분산분석을 활용하여, 초등학생 개인 변인별 ‘국어과 의사소통 역량’ 차이를 분석한다. 결과: 초등학생 개인 변인별 ‘국어과 의사소통 역량’ 차이분석 결과, ‘성별·학년·거주 지역·학교 위치’ 변인에서는, 전체 평균에서 유의미한 차이가 나타나지 않았다. 하지만, 요소별 평균 차이를 살펴보면, 여학생이 ‘공감·교류·성찰·중재 능력’ 평균에서 남학생과 유의미한 차이를 보이며 높았다. ‘국어 과목 흥미도·독서 흥미도·월 독서량’ 변인에서는 전체평균에서 유의미한 차이가 나타났다. 즉, 국어·독서에 흥미를 보이고 월 독서량이 많은 집단의 ‘국어과 의사소통 역량’ 평균이 유의미한 차이를 보이며 높았다. 결론: 역량 평가 도구를 활용한 ‘국어과 의사소통 역량 평가 모델’을 제시한 본 연구는 ‘역량 중심 교육’ 활성화에 기여할 수 있다.

Purpose: To diagnose and analyze elementary school students’ ‘Korean language education communicative competency’ by personal variables to provide them opportunities for reflection on language life and find significant implications for the revitalization of ‘subject competency’ education of Korean language. Methods: This study diagnoses ‘Korean language education communi- cative competency’ with the self-directed assessment method utilizing the ‘evaluation index of Korean language education communicative competency’ focusing on students in the 5-6th grader group in the Gyeongnam region. As analysis tools, MS Excel and SPSS are employed. As for the analysis method, this study analyzes the differences in ‘Korean language education com- municative competency’ by elementary school students’ personal variables, utilizing independent samples t-test and one-way ANOVA. Results: As a result of the analysis of the differences in ‘Korean language education communi- cative competency’ by elementary school students’ personal variables, there were no significant differences in the grand mean of the variables, ‘sex, grade, area of residence, and the location of the school.’ However, to examine the differences in the mean by element, the mean of ‘empathy, com- munication, reflection, and mediation Skills’ was higher in girls, showing significant differences from that of boys. In the variables, ‘Interest in Korean Language, Interest in Reading, and Monthly Reading Quantity,’ there were significant differences in the grand mean. In other words, the mean of the ‘Korean language education communicative competency’ of the group of students who were interested in Korean Language and Reading and read much each month was higher, showing a significant difference. Conclusion: This study can contribute to the revitalization of ‘competency-based education’ by proposing a ‘Korean language education communicative competency assessment model’, utilizing the competency assessment tool.