ICT 활용 농어촌 방과후학교 운영모델 연구

Study for Developing a Model of After School Activities Using ICT in Farming and Fishing Villages

농어촌 방과후학교의 취약점은 우수강사 확보의 곤란, 학급규모의 영세화, 학습집단의 이질화에 있다. 이에 따라 농어촌 학생들은 다양한 교육경험의 제약, 사회･문화적 고립과 소외, 수업 효과성 미약 등의 불이익을 받고 있다. 그러나 ICT를 방과후학교에 활용하면 학생들에게 성공경험과 도전의식의 배양, 다양한 문화･예술활동 참여 및 소통기회 증진, 학력관리와 진로탐색･개발 등을 좀 더 원활히 할 수 있다. 따라서 본 연구에서는 ICT 활용 기반의 농어촌 방과후학교의 운영모델로 학교단독, 학교연합, 그리고 학교온라인 모델을 제안하고자 한다. ICT를 활용한 방과후학교의 영역은 ICT 활용 특성상 돌봄을 제외하고, 학력증진과 다양한 체험활동을 촉진한다는 측면에서 각 모델별로 교과학습형과 체험활동형으로 구분하였다. ICT 활용방법 차원과 방과후학교 영역차원의 조합을 통해서 3가지 모델과 6가지 유형을 제안하고자 한다.

The weak points of after school activities in farming and fishing villages consist in having difficulty in acquiring excellent lectures, and in petty sized classes and a variety of members in the class. Therefore, the students in farming and fishing villages are having disadvantage of limitation on various educational experiences, senses of social & cultural isolation and alienation, and lack of effectualness of contents of class. By the way, making use of ICT during after school activities would enable the students to have cultivation of successful experience and challenging mind, participation in numbers of cultural & artistic activities, improvement in opportunity of communication, management of educational background and exploration & development of future career more readily. Thus, I intend to suggest models of after school activities using ICT in farming and fishing villages such as the models for single school, joint schools and online school to the community. The domains of after school activities using ICT are divided into a type of learning course works and a type of experiencing field works in terms of improving academic ability and promoting numbers of experiencing field works excluding nursery care viewing on the characteristic of ICT utilization. Let me show you 3 models and 6 types by combining the level of methods using ICT and the level of domains of after school activities.