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초등학생들의 의사소통역량 함양을 위한 융합 교육과정의 구안: 5~6학년 국어, 영어, 체육교과를 중심으로
이영석 ( Lee Young-suk ),장용규 ( Chang Yong-kyu ),윤여범 ( Yoon Yeo Bom ),이재승 ( Lee Jae-seung ),김동식 ( Kim Dong-sik ) 서울교육대학교 초등교육연구원 2021 한국초등교육 Vol.31 No.특별호
본 연구에서는 초등학교 현장에서 구현 가능한 의사소통역량 함양을 위한 국어, 영어, 체육 교과를 중심으로 융·복합적 프로그램을 개발해보고자 하였다. 이를 위해서 국어, 영어, 체육 교과를 중심으로 의사소통역량과 관련된 교육과정 내용요소와 성취기준을 분석하고, ADDIE 교수 설계 모형을 기반으로 의사소통역량 함양을 위한 교과 융합적 교육과정을 구안하였다. 연구방법은 문헌연구를 통해 각 교과별 성취기준을 분석하고, 전문가 협의 과정을 통해서 의사소통역량 함양을 위한 프로그램 구성의 원리를 도출하였다. 연구결과 교육과정 재구성 원리를 다음과 같이 설정하였다. 첫째, 융합의 원리로서, 교과 간 융합을 위한 역량 중심의 통합이 되도록 하였다. 둘째, 내용 전개의 원리로서, 역량 함양을 위한 주제 중심의 교육과정 재구성이 이루어질 수 있도록 하였다. 셋째, 교수·학습 방법의 원리로서, 팀스포츠학습모형에 기반한 협력적 학습이 될 수 있도록 하였다. 넷째, 평가의 원리로서, 과정 중심의 평가가 이루어질 수 있도록 하였다. 프로그램의 주제는 ‘더불어 만들어 가는 게임의 세계 : 배드민턴과 놀자’로 정하였으며, 하위 주제로 ‘공감하며 배드민턴 게임하기’,‘협력하며 배드민턴 게임 만들기’,‘소통하며 배드민턴 가치 탐색하기’로 설정하였다. 각 교과별 내용요소를 구현하고 있는 교과서 단원을 중심으로 수업을 전개하되, 국어와 영어 교과 수업 전개 시에 ‘게임 상황’을 소재로 활용하도록 하였으며, 체육수업에서는 각 교과에서 익힌 의사소통기능을 실천하고, 확인, 평가하는데 초점을 맞추었다. 본 연구에서 개발된 프로그램은 초안적인 성격을 가지며, 현장 실행연구를 통해서 보완되어야 함을 제언하였다. 개발된 프로그램이 현장에서 적용되는 과정에서, 초등학생들의 의사소통과 관련된 기능적 측면뿐만 아니라, 의사소통에 참여하는 태도와 관련된 정서적인 측면을 포함한 의사소통역량 함양에 기여할 수 있을 것이다. In this study, we tried to develop a convergent and complex program focusing on Korean, English, and physical education subjects to cultivate communication competencies that can be realized in the field of elementary schools. To this end, the content elements and achievement standards of the curriculum related to communication competencies were analyzed centering on Korean, English, and physical education subjects, and a fusion/complex program for cultivating communication competencies was devised based on the ADDIE instructional design model. The principle of the program composition to cultivate communication capacity through expert consultation was set as follows. First, as the principle of convergence, it was made to be a competency-centered integration for interdisciplinary convergence. Second, as the principle of content development, the curriculum centered on the subject for capacity building can be reconstructed. Third, as a principle of teaching and learning method, it was made to be cooperative learning based on the team sports learning model. Fourth, as a principle of evaluation, process-oriented evaluation was made possible. The theme of the program was set to 'The world of the game we are making together: Let's play with badminton', and the sub-themes were set as 'Play badminton games with sympathy', 'Creating badminton games through cooperation', and 'Explore the value of badminton through communication'. Classes were developed around the textbook units that implement the content elements of each subject, but the 'game situation' was used as a subject when developing Korean and English subjects. In the physical education class, the communication function learned in each subject was practiced. The focus was on identification and evaluation. It was suggested that the program developed in this study has a draft character and should be supplemented through field-run research. In the process of applying the developed program in the field, researchers will be able to contribute to cultivation of communication competencies, including not only functional aspects related to communication of elementary school students, but also emotional aspects related to attitudes to participate in communication.
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초등학교 학생을 대상으로 한 의사소통 교과융합 프로그램의 효과
이영석 ( Lee Young-suk ),장용규 ( Chang Yong-kyu ),윤여범 ( Yoon Yeo-bom ),이재승 ( Lee Jae-seung ),김동식 ( Kim Dong-sik ) 한국초등교육학회 2021 초등교육연구 Vol.32 No.S
The purpose of this study is to apply a curriculum convergence program to cultivate the communication competencies of elementary school students, and to evaluate the effectiveness of the curriculum convergence program in developing the communication competencies of the students participating in the study. In order to achieve the purpose of the study, a subject convergence program was applied to 61 students in 3 classes of 5th grade at Yeonghwa Elementary School. The program was conducted in 8 classes over 8 weeks. Data collection was largely carried out in two directions. First, in-depth interviews and class journals were collected to technically reveal the program application process. In order to evaluate the effectiveness of the curriculum convergence program, the change process of the students participating in the study was verified through ‘Repeated ANOVA’ by using the communicative interpretation competency test sheet. The process of applying the program is 'Team formation and identity formation' →'Learn how to praise' →'Speak praising words' →'Speak praising words in a game situation' →'Send a shuttlecock to the place you want' →'What to keep in the game’ →'Team badminton group matchmaking'. Through the communication ability diagnostic tool, the difference between the pre-, post-, and post-test tests was statistically significant as a result of repeated measurement of the communication skills of the students participating in the study(F =4.045, p =.020). Among the changes by sub-factors of communication capacity, significant changes of the study participants through repeated measurement were found in 'Information Gathering', 'Listening', and 'Creative Communication'. There was also an average change in the sub-factors of 'self-disclosure', 'leading communication', and 'understanding of other people's perspectives', but it was confirmed that it was not at a significant level. It was confirmed that the meaning of application of the subject convergence program was not revealed because the average score of the later test was higher.
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이영석 ( Yong Suk Lee ) 호남사학회 2013 역사학연구 Vol.52 No.-
In 1929 Arnold Toynbee traveled round Asia for six months. His itinerary from Turkey to China and Japan was very long. After returning home, Toynbee published a travel books titled A Journey to China (1931), which focused on China and Japan. The purpose of this paper is to ascertain Toynbee`s views of China and other East Asian countries. I try to investigate whether there were some differences between his views of China in the travel book and his interpretation of Chinese civilization in A Study of History or not. Although this paper focuses on one intellectual`s view of China, it would be possible for us to find contemporary intellectuals` attitude towards China and Orientalism in their thought. We can not know how strongly Toynbee`s journey could influence the formulation of his Study. The cities and regions which he had visited from Istanbul to Beijing, however, mostly belong to the birth-places of 21 civilizations in his Study. Especially in his travel book Toynbee expressed the optimistic view on the future of China. Perhaps his optimistic view of China originated from the re-interpretation of Chinese history based upon his theory of civilizations. Of course, he could not predict the Japanese attack on Manchuria in the early 1930s or the Communist Revolution in the late 1940s. His optimism, however, should be deeply reflected again from the perspective of the present development of China.
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이영석 ( Yong Suk Lee ) 호남사학회 2015 역사학연구 Vol.58 No.-
Kenneth Pomeranz`s The Great Divergence(2000) among recent works criticizing Europe-centered view of history is well-known to historians. After the publication of the book, the word ‘great divergence` has been regarded as an alternative for overcoming Eurocentric interpretation of history. Comparing the Lower Yangzi Delta with England especially in the eighteenth century, Pomeranz concludes there was no difference between two regions from the perspective of economic activities and situation. According to him, life standard and productivity in eighteenth-century China were very similar to those of England, and the two regions were all confronted with severe ecological crisis accelerated by proto-industrial activities. What was the reason that England did not run into the crisis unlike China experiencing ecological and environmental collapse in the end of the eighteenth century? Pomeranz points out two causes: America and coal. Because England or Western Europe could choose an alternative on the basis of America`s natural resources and coal. Economies of two regions continued to be based on labour intensification at least until the end of the eighteenth century. Pomeranz explains these change by using the term ‘industrious revolution`. This paper summarizes Pomeranz`s interpretation of eighteenth-century history, and examines whether his view of the industrious revolution would be suitable for understanding economic changes of China and England in the eighteenth century or not.
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