탐구학습이론에 의한 중학교 지리학습의 현장적용 사례연구

Abstract

現在 實施되고 있는 中學校 平準化는 單一學級內에서의 學生들의 質的 差異는 해가 거듭될 수록 심해지고 있으며 質的 差異가 많은 學級을 過去와 같은 敎授方法으로는 敎育課程에서 要求되는 學習內容을 全體學生에게 學習시키기는 어렵게 되었다. 이러한 現實的인 問題를 改善하고 敎育效果의 增進을 위해서 특히 社會科 敎育에서 요구되는 探究授業(Inquiry teaching) 에 의한 中學校 地理學習에서, 가장 中要하고 基礎的인 道具인 地圖를 통해 학습효과의 可能性을 探索해 보았다. 本 硏究는 中學校 一學年 社會Ⅰ“남부아시아” 單元을 探究學習方法에 맞추어 學習시킨 實驗集團과 종전대로의 講義方法으로 敎授한 比較集團을 比較硏究하였다. 硏究方法은 Massialas의 探究模型을 中心으로 한 學習理論과 地理敎育 改革을 위한 各種硏究 Project 資料의 分析硏究를 한 후 學習內容인 “남부아시아”에 관한 資料募集과 指導案 및 地圖, 읽기資料등을 作成하였다. 探究學習에 依한 效果를 측정키 위해 實驗集團과 比較集團의 授業을 實施힌 後, 同時에 綜合的評價로서 客觀式 25個 問項을 實施하였다. 問項作成은 韓國敎育開發院의 社會授業指針書(國民學校用)의 問項型態를 參考로 하고 동료 地理學 敎帥의 자문에 의해 本人이 作成하여 實施하였다. 檢査結果로 獲得한 資料를 分析하여 探究授業 過程에서 어려운 단계와 適用에 있어서의 問題點을 찾고 效果여부를 判斷하였다. 本 硏究로 얻어진 結果는 다음과 같다. 1. 探究授業에 依하여 學習하는 學生은 知識의 領域에서 說明式 授業보다 事實, 一般化, 槪念, 獲得의 높은水準 能力을 갖게 된다. 2. 探究授業에 依하여 學習하는 學生은 探究知能面에서 問題認識, 探究推論, 結論에 도달할 수 있는 思考가 배양되었고 成績不進學生의 學習의 적극절 參與意識을 유발할 수 있었다. 3. 探究授業의 水準높은 效果를 기할려면 單元에 적합한 資料의 開發이 必要하고 探究授業 敎師의 뛰어난 技術習得이 必要하다. 4. 社會科 授業에서 探究授業 形態는 많은 學習者의 興味와 관심의 對象이 될 수 있다.;The equal ization policy of middle school presently being implemented is steadily widening the discrepancy in quality of the students in a single class as time passes. It has become difficult to give lessons required in the course of study to the whole students with the conventional teaching method in such a class where the discrepancy in quality is great. It is intended in the present study to evaluate the inquiry teaching method which is required especially in social studies. Te students selected for the study were divided into two groups, one of which is experimental group taught by the inquiry teaching method and the other is control group taught byt the conventional teaching method, respectively, with the unit lesson ""Southern Asia"" of social studies Part I of the first year of middle school. The present study was carried out by collection data and preparing intruction program, maps and other reading materials concerning the subject of ""Southern Asia"" after investigating and analyzing data obtained form various research projects performed for the improvement of the teaching method of geography centering around the Massialas inquiry model. In order to measure the effect of inquiry teaching, the lesson of geography was given simultaneously to the experimental group and te control group and subsequently 25 objective questions were given to the members of each group for summative evaluation. The objective questions for summative evaluation were arranged basing on the question model of the teaching guideline of social studies (for primary school) provided by the Korea Educational Development Institute and finalized with the help of a fellow teacher and supervisory professor of geography. The effect of the inquiry teaching method was made out by analyzing the data obtained by test and investigating difficult stages in inquiry teaching and problems involved in its practical application. The results obtained are summarized as follows. 1. The students taught by the inquiry teaching method shows a higher level of ability in acquiring knowledge than those taught by the explanatory teaching method. 2. The students taught by the inquiry teaching method are cultivated in the recognition of problems, reasoning, and ideas of reaching conclusion in the area of inquiry skill. 3. It is necessary for teachers applying the inquiry teaching method to develop materials suiable to the unit lessons and acquire advanced teaching techniques in order to obtain the maximum effect of the inquiry teaching method. 4. The type of the inquiry teaching in social studies may become the object of interest and concern of many leaners.