유치원 그림책읽기 수업에서 나타난 교사관점과 유아반응

The teacher's stance and children's response in the picturebook reading classes at the kindergarten

이 연구는 독자반응이론에 기초하여 유치원 교육 현장에서 이루어지는 그림책 읽기 수업을 문화기술적으로 연구하기 위해 부천시에 있는 B 유치원, 만 5세반 2개 학급에서 이루어지는 그림책읽기 활동을 관찰했다. 각 학급의 유아 수는 30명이고 교사는 1명씩이다. 그림책읽기 수업을 관찰한 결과, 교사는 그림책을 읽어 줄 때 정보추출적(efferent) 관점으로 책읽기를 하며, 유아들의 반응에 개별적으로 반응하지 않고, 집단 안에서 토론을 이끌지 않으며, 유아들이 그림에 대해 묻거나 반응할 때도 텍스트 위주로만 대응하고 있었다. 그림책 읽기 시간에 나타난 교사와 유아의 대화 양식은 교사와 개별 유아가 일대일로 묻고 답하는 형태로 이루어졌다. 이에 교사의 철저한 책읽기 수업 준비와 책읽기에 대한 교사자신의 관점을 재고하고 세련시킬 수 있는 (예비) 교사교육이 필요하다.

This ethnographic study researched picture book reading classes performed at kindergartens. First of all, reader response theory will be defined and based on the theory picture book reading classes will be examined. The aim of this study is to look at picture book reading classes and figure out what and how elements of reader response theory are manifested in the real class settings. In classes, teachers often fail to support or draw children's responses effectively. Teachers neither react to each child's response individually nor draw discussion from children. Even when children ask questions about pictures and show some responses toward pictures, teachers simply give text-based answers. Teachers in classes read books from an efferent stance. This attitude impedes children's aesthetic point of view. In the typical teacher-focused reading classes, teachers lead classes by asking questions to children one-on-one. Children's responses or their likings are not given due attention and teachers are satisfied when classes run in a relatively active but controlled manner, i.e. teachers ask questions and children answer. Children's response is hard to tell whether it is efferent or aesthetic. That is because their reactions or questions should be read within the context of their feelings or experiences. On the surface, children's response or questions seem efferent. However, if teachers try to read what lies in the bottom, they will be able to trace hints of aesthetic viewpoint, that can be used to draw more exciting responses from children. Teachers so far have not been adequately prepared to respond to children. Now they should prepare reading classes more thoroughly and give a serious thought to their views on reading. In addition, teacher training programs enabling all those mentioned above are also required.