창의력 신장을 위한 듣기 학습 프로그램 개발 : 중학교 국어과를 중심으로

Abstract

이 연구는 중학교 국어과 듣기 영역에서 듣기 단계 전략을 활용한 창의적 듣기 학습 프로그램을 개발하여 학교 현장에서 적용할 수 있도록 하는 데 그 목적이 있다. 창의적 듣기 프로그램은 Anderson(1988)이 제안한 창의적 듣기와 Underwood(1999)가 제안한 듣기 단계 전략을 기초로 개발되었으며, 프로그램의 효과는 창의성 검사와 듣기 태도 검사를 통해 타당화하였다. 듣기 단계 전략을 활용한 창의적 듣기 학습 프로그램의 목표는 "듣기 단계 전략을 활용한 창의적 듣기 학습 활동을 통하여 학생의 창의력과 듣기 능력을 신장시킨다"로 설정되었다. 이 프로그램에서는 듣기 학습 활동이 1~2 차시로 진행될 수 있도록 시간을 융통성 있게 운영하였고, 창의적 듣기 학습 활동으로 1) 루소의 성장과정 듣기 2) 도표 채우며 듣기 3) 그리스도의 시신에 대한 그림 평 듣기 4) 박찬호 인터뷰 기사 듣기 5) 이야기에 따른 그림 세트 연결하며 듣기 6) 차례대로 그림 놓으며 듣기 7) 그림 완성하며 듣기 활동을 선정하였다. 이 활동들은 창의적 듣기 수업을 위한 교수 전략으로 앞듣기, 본듣기, 뒷듣기의 듣기 단계를 거치도록 개발되었다. 앞에 제시한 7가지 활동들을 듣기 단계 전략에 따라 앞듣기에서는 학생의 듣기 경험과 의미를 관련지으면서 동기를 유발하고, 들을 내용에 대한 배경지식을 넓히는 듣기 활동으로 전개하였다. 이 활동은 브레인스토밍·자유연상·시넥틱스 등의 창의적 기법을 사용하여 학생들을 적극적이고 능동적으로 듣기과정에 참여하게 함으로써 개방성·유창성을 신장하였다. 본듣기에서는 들으면서 시각적인 영상 구성하며 듣기 활동을 전개하여 듣기 그 자체에 집중하도록 하였다. 이를 통해 정보를 정확하고 주의 깊게 듣도록 함으로써 정교성을 신장하였다. 뒷듣기에서는 쓰기·그림·극 등으로 재구성된 듣기 활동을 전개하여 풍부한 상상력의 함양과 새로운 결과를 창조하도록 하였다. 또한 역할놀이 등을 통하여 학생의 선 경험과 듣기 활동 중에서 경험한 내용을 실제 생활에서 당면한 문제와 관련짓게 하고, 이전의 해결방식과는 다른 해결방식을 찾을 수 있도록 전개하였다. 이 활동은 창의적 해결모형·자유연상·PMI 등을 사용하여 학생들의 독창성·융통성·정교성을 신장하였다. 개발된 프로그램은 서울특별시 강서구에 위치한 K 중학교 2학년 학생 27명을 대상으로 8차시에 거쳐 실시되었다. 프로그램을 개선하고 타당화하기 위해 창의성 검사, 듣기 태도 진단 검사를 프로그램 실시 이전과 이후에 실시하였다. 이 때 통제 집단을 두어 기존 수업 방식대로 이루어진 학습과 이 프로그램을 활용한 학습 간의 차이를 비교하였다. 창의성 검사와 듣기 태도 진단 검사는 실험집단과 통제집단 간의 사전, 사후 검사가 통계적으로 유의한 차이가 있는지 대응표본 t검정을 이용하여 분석하였다. 또한 학생의 듣기 학습에 대한 흥미도·만족도·참여도를 살펴보기 위하여 교사의 체크리스트를 통한 교사의 질적 관찰 방법과 학생의 자기 평가 방법을 사용하였다. 듣기 단계 전략에 따른 창의적 듣기 학습 프로그램의 실시 결과, 실험집단 학생들의 창의력과 듣기 능력은 신장되었으며, 통계적으로 유의미한 차이를 보였다. 그리고 교사의 관찰 평가와 학생들의 자기 평가를 분석한 결과, 학생들의 창의적 듣기 학습에 대한 흥미와 만족도, 참여도가 전반적으로 높아졌고, 듣기 학습에 대한 인식이 긍정적으로 변화하였음이 확인되었다. 이것은 이 연구에서 개발한 듣기 단계 전략을 활용한 창의적 듣기 학습 프로그램이 학생들의 창의력과 듣기 능력을 발달시키는 목적에 타당한 프로그램임을 보여주는 것이다. ; The purpose of this study is to develop the creative learning program of listening with the use of the listening strategy by stages for creativity of students in the area of listening of Korean subject at middle school and to apply this to the field. The 7th national curriculum, which considers the 21st century knowledge and information oriented society and deindustrial society to realize creative image of man this curriculum pursues, the educational objectives of muddle school Korean class are devoted to improve the basic proficiency and the ability of problem-solving for learning and life, and to give experience of expressing students own thought and feeling creatively the 7th curriculum of Korean is based on the improvement of communication, and puts on emphasis on performance of creative language performance as well. However, it is realized according to students developmental stages of language, cognition and interest systematically and gradually. Especially, in the learning of middle school Korean class learners take part in the situation of Korean usage positively and language activity using their own language creatively is emphasized. In other words, learning in the areas of Listening , Speaking , Reading , and Writing puts an emphasis on l anguage activity for expression and comprehension as practical purpose and improves creative usage of Korean. The listening area of Korean emphasized in the 7th curriculum is progressed from the level of simple recognition to the level of complex mental activities such as high-leveled comprehension, analysis, criticism, revision, synthesis, and so on. Students improve synthesis, criticism, and application through the listening process of attention, analytic listening, critical listening, effective memorization, emotional listening and responding. However, it is overlooked that listening is the high cognitive process and listener is performing as the role of potential speaker. In addition, when the curriculum of nation and the contents of textbooks are considered, it is wrong that comprehension on the knowledge of listening os taken as listening objective, not the listening education based on application. Especially, teachers in charge of current listening education have little interest in the restructure of contents of the improvement of teaching method using aid-materials. This shows that creative contents of listening are hardly presented even in the content of listening area currently carried out in the 7th educational curriculum and in the textbooks(a handbook of Educational curriculum, 1997). This study is based on the fact that through Anderson(1988) s creative listening and underwood(1999) s listening strategy by stages the learning of creative listening is possible, active learners can improve their ability of creativity, synthesis, criticism, and application etc. In short, learners can understand the learning contents and increase the creativity by constructing the learning contents voluntarily, overcoming the passive listening process after going through the strategy of pre-listening, while-listening, and post-listening stages with the new appropriate creative learning materials according to the learners level and interest. Also, recognizing that teachers creative thinking influences should be the subject of listening and try to develop the optimal materials, ways, and aids of listening education, learners can expand their creativity. Therefore, this study is intended to exploit the learning program of creative listening which synthesizes, decides, and produce the new information. Furthermore, it aims to make students participate in the listening process autonomously with much interest, listen, and think for themselves. In other words, based on the stages of developing the creative listening materials and restructuring them, the learning program of creative listening, which applied the listening strategy by stages and was practical, was produced. The objective of this creative listening program is "to facilitate 60th the students" creativity and their listening ability through the creative listening activities which apply the listening strategy by stages. And the creative listening that can be learned while listening activity was selected as the element in its content. In this program, time is distributed flexibly so that listening activity can be made for 1-2 periods. The creative listening activities are as follows : 1) listening to the growth process of rousseau, 2) listening and filling in the blank diagram, 3) listening to the comment on the picture of the christ s corpse, 4) listening to the article of "hanho park" interview, 5) listening and matching the picture with the stories, 6) listening and making the jumbled pictures in order, and 7) listening and completing the picture. These activities are gone through the listening the listening stages of pre-listening, while-listening, and post-listening of the creative listening class. The 7 activities presented above are developed like this. In the pre-listening stage, students relate all kings of listening experience with meaning and expand their background knowledge. In the while-listening stage, students concentrate on listening it self by listening and forming the visual image. In the post-listening stage, students examine and prove the results of problems settled by writing, drawing, listening chosen from play, and roleplay. Then they reach the solution of the problems. The developed program is executed with 27 students of the second grade in K middle school in Kangseo-gu, Seoul through 8 periods. The evaluation of the program is carried out creativity test and musical talent test before and after the program to improve aand validate it. The results of creativity test and musical talent test are analixed by T-verification using Paired samples t-test statistics program. Also, to grape how much the learners interest and participation have changed, teachers qalitative observation method through their checklist of observing students and students self-examination are used. As the result of the learning program of creative listening which is based on the listening strategy by stages for improving students creativity, creativity and listening ability of students are developed, and there is statistically meaningful difference (p<.05), comparing to before and after the execution of the program. And the analysis of teachers qualitative observation and students recognition toward "listening" learning has changed positively. This shows the creative listening program, which the researcher develops to improve creative listening program, which the reseacher develops to improve creativity of students, making use of the listening strategy by stages, is effective in progressing students creativity and listening ability.