청각장애 특수학교 초등부의 영어교과 운영 실태와 개선 방안

The Analysis of the Current States and Developmental Plans in English Education of Hearing Impaired Elementary Schools

본 연구에서는 청각장애 특수학교 초등부에서의 영어교과의 운영과 그 문제점을 알아보기 위하여, 청각장애 특수학교 3곳을 찾아가 현장교사들의 면담을 통하여 알아보았다. 청각장애 특수학교 초등부에서의 영어 교과 운영의 실태와 문제점 그리고 그에 대한 개선방안을 알아보기 위한 본 연구결과에 기초한 결론은 다음과 같다. 첫째, 청각장애 특수학교 초등부에서 교육과정에서 제시한 기본 수업 시수보다는 최소 수업 시수를 운영하고, 영어 담당 교사도 영어를 전공한 교사가 아닌 학교가 대부분이었다. 둘째, 대부분의 교사들이 영어 시간에 한국어 수화와 영어 지화로 학생들을 지도하고 있었다. 셋째, 교사가 제작한 유인물로 수업할 경우 아무리 유인물을 훌륭하게 제작한다 하더라도 학생들에게는 유인물로 이루어지는 수업 내용이 일회성에 그칠 수 있을 것이다. 좀 더 체계적이고 연속성 있는 학습을 위하여 청각장애 학생들에게 맞는 영어 교과서의 개발이 필요하다. 넷째, 일반학교 교육과정에 기준한 많은 연수들에 비해 연수 과정이 다양하지 못하다. 특수학교 교사들이 연수 이수 후 현장에 돌아와 적용하고 활용할 수 있는 다양한 연수 과정이 개설되어야 하겠다.

In special deaf school course of study, English subject course was introduced for the first time in the seventh course of Education Curriculum, and do so that modify as it is English subject course of instruction of general school course of Education Curriculum. Study purpose of this paper is as following. First, search about English subject class management solution of special deaf school primary grade department. Second, search about English professor method of special deaf school primary grade department. Third, search improvement plan about English subject operation of special deaf school. I chose 3 special deaf schools, and then interview was executed with head of a department, English teacher and homeroom teacher. Result and proposal of studying is as following. First, in special deaf school, 3rd, 4th, 5th, 6th primary grade operate English subject normally, and was studying minimum basis class hours presented on the seventh course of instruction. Second, English charge teacher teaches homeroom teacher, or subject-charge-teacher was undertaking. For elevation of students' English usage ability level , it will be good that English subject is undertaken by teacher who majored English. Third, English professor method in primary grade department of special deaf school was conducting English class by Korean language and Korean sign language, and English finger language that English sign language is not mainly. Development of visual language may become method that do as professor of English sign language gives as is more intimate, and learns faster English by students to faster and correct students more than spoken language. In education method inside, While general school does educates hearing, understanding and speaking conversation used in everyday life, it seemed to be limited to learning alphabet, learning word. Forth, Most teachers are not finding afterbrain worth applying to peculiarity of spot. Research study process is not various than much afterbrains that do Test on general school course of instruction. Most of interview teachers wanted training which was well-matched in special qualities studied who trained but felt some difficulties to application to those special circumstances after training. Applies because special school teachers come back in spot after research study irrigation and active various research study process has to be opened.