중학교 과학 교과서 ‘자극과 반응’ 단원의 삽화 분석

An analysis of illustrations on the unit ‘Stimulus and Reaction’ in middle school science textbooks

본 연구에서는 2009 개정 중학교 과학 교과서의 ‘자극과 반응’ 단원에 제시된 삽화를 분석하였다. 중학교 과학 교과서 9종의 ‘자극과 반응’ 단원에 제시된 삽화를 제시 위치, 종류, 용도, 기능, 참조 유무, 구성의 측면에서 분석하여 중단원별, 교과서별로 비교하였다. 교과서 삽화를 분석한 결과, 삽화가 본문에 제시된 비율이 46.3%로 가장 높았다. 삽화의 종류로는 ‘감각 기관’ 중단원에서 ‘사진’의 비율이 43.0%로 높게 나타났고, ‘신경계’와 ‘호르몬’ 중단원에서 ‘도해’의 비율이 각각 29.6%와 38.5%로 높게 나타났다. ‘자료제공’의 용도로 삽화가 제시되는 비율이 ‘자료제공 1’은 18.9%, ‘자료제공 2’는 55.1%로 높게 나타났다. 삽화의 기능 측면에서 분석한 결과, ‘감각 기관’ 중단원에서 ‘장식적’ 기능의 삽화가 30.8%로 많았고, ‘신경계’와 ‘호르몬’ 중단원에서 ‘설명적’ 기능의 삽화가 각각 32.1%와 35.8%로 가장 많았다. 삽화의 참조 유무로는 ‘비참조’의 경우가 85.5%였다. 삽화의 구성이 ‘단독’인 경우가 66.5%로 가장 높았고, ‘감각 기관’ 중단원에서는 ‘부분 확대’의 비율이 비교적 높았으며, ‘호르몬’ 중단원에서는 ‘짝’의 비율이 비교적 높게 나타났다. 이러한 결과를 고려할 때, 중학교 과학 교과서에서 ‘설명적’ 기능이나 ‘보충적’ 기능의 삽화 비율을 높이고, 삽화에 대한 참조를 본문에 명시하며, 삽화 구성을 ‘다중’으로 제시함으로써, 학생들의 학습 내용 이해에 도움을 줄 필요가 있다.

The purpose of this study was to analyze illustrations in the unit ‘Stimulus and Reaction’ of middle school science. Illustrations presented in the unit ‘Stimulus and Reaction’ of middle school 9 science textbooks were analyzed in terms of their ‘Location’, ‘Type’, ‘Usage’, ‘Function’, ‘Reference’ and ‘Composition’ and then compared by subunits and textbooks. According to the analysis of textbook illustrations, the proportion presented in the body was the highest at 46.3%. The proportion of ‘Photo type’ illustrations was highest at 43.0% in the subunit ‘Sensory organs’. Each ‘Diagram type’ was highest at 29.6% and 38.5% in the subunit ‘Nerve system’ and ‘Hormones’. The ratio of illustrations to the use of ‘Data provision 1’ was high at 18.9% and 55.1% of ‘Data provision 2’ in terms of the function of illustration. And it was found that there were 30.8% of illustrations of ‘Decorative functions’ in the subunit ‘Sensory organs’. Also, each illustration of ‘Explanatory functions’ was highest at 32.1% and 35.8% in the subunit ‘Nerve system’ and ‘Hormones’. As for the reference of the illustration, ‘Non-reference’ was 85.5%, which was more common among all the subunit. The‘Single composition’ of the illustrations was highest, which was 66.5%. And the proportion of ‘Partial enlargement’ was relatively high in the subunit ‘Sensory organs’. Also, the proportion ‘Paired’ was relatively high in the subunit ‘Hormone’. Considering these results, it is suggested to increase the rate of illustrations of ‘Explanatory’ or ‘Complementary’ functions in middle school science textbooks and specify the reference to the illustration in the body. By presenting the composition of the illustration as ‘Multiple’, it is necessary to help students to understand their learning contents in textbooks.