신교육목표분류학에 기초한 교사의 수업목표 인식과 설정에 따른 유아문학수업 개선 사례

Action Study on the Improvement of Literature Classes among Early Childhood Teachers Based on Their Awareness and Setting of Instructional Objectives

본 연구의 목적은 신교육목표분류학을 기초해 교사들의 수업목표 인식과 설정에 따른 유아문학수업에 관한 실행과정을 통해 수업 개선을 도모하는데 있다. 이를 위해 유아교사 3명을 대상으로, 16주간 실시한 연구 결과를 살펴보면, 첫째, 수업목표 인식과 설정에 따른 유아문학수업 개선에 관한 실행과정은 ‘계획하기: 수업목표 설정에 관한 반성적 점검과 개선방안 찾기’, ‘행동하기: 적용상의 어려움과 극복과정’, ‘관찰하기: 지속적 반성과 실행을 통한 수업 개선’, ‘반성하기: 지속적 미래를 위한 반성과 종합’을 거쳤다. 교사들은 목표 수준의 향상과 수업에의 반영, 달라진 발문들을 통해 종합적인 ‘유아문학수업개선을 위한 교사발문전략’ 다섯 가지를 정리하였다. 둘째, 수업목표 인식과 설정에 따른 유아문학수업 개선 사례의 특징은 ‘자기장학과 동료장학의 통합적 수업 개선’과 ‘신교육목표분류학의 유아문학교육적 활용’으로 나타났다. 연구의 시사점은 협력적 실행연구의 장학역할과 수업목표인식과 설정을 통한 다양한 문학수업에의 적용이 가능함을 보여준 것이다.

The purpose of this study was to examine how kindergarten teachers offered literature lessons in consideration of their awareness and setting of instructional objectives according to the new taxonomy of educational objectives in an effort to step up the improvement of literature education for young children. The subjects in this study were three selected kindergarten teachers. This study was implemented for 16 weeks, and the findings of the study were as follows: First, the teachers tried to improve their literature classes in four stages based on their awareness and setting of instructional objectives. The first stage was planning, which was to check the selected instructional objectives from a reflective perspective and seek reform measures. The second was acting out, which was to address difficulties that they faced. The third was observing, which was to improve literature lessons through continuing reflection and acting out, and the fourth was reflecting, which was to keep reflecting and piece together what's reflected in pursuit of sustainable development. The teachers formulated five teacher questioning strategies to improve their literature classes after they tried to raise the level of objectives, to reflect the selected objectives in their classes and to ask questions in a different way. Second, regarding the meanings of the efforts to improve early childhood literature classes based on awareness and setting of instructional objectives, one goal was to improve classes in an integrated manner and through self-supervision and peer supervision, and the other was to utilize the new taxonomy of educational objectives in early childhood education.