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  • 저자

    강숙희

  • 학위수여기관

    한국외국어대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    국어교육전공

  • 지도교수

    신주철

  • 발행년도

    2014

  • 총페이지

    83 p

  • 키워드

    교사 발문 발문 유형;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13538930&outLink=K  

  • 초록

    A Study on the Analysis of Teacher's Questioning in Modern Poetry Class Poetry education at school is mostly taught by rote and is one of the parts in Korean subject that students find most difficult. Therefore, it is necessary to research a method to allow students to learn poetry autonomously, and one of the methods is questioning by teachers. Questioning is the most crucially required class talk for achieving the goal of teaching and learning. This study classified and discussed the types of questioning by teachers focused on middle and high school poetry classes that applied response-centered learning model. Systematic classification of questioning types was based on function steps of class talk by Yongik Park, reader response theory by Rosenblatt, and theory of Thinking by Blosser. The author classified questioning that takes place in the thematic development stage in the function steps of class talk, into centrifugal questioning and aesthetic questioning. And then, centrifugal questioning was divided into question of reproducing information, question of understanding elements, question of understanding expression, and question of deriving meaning, and aesthetic questioning into question of recalling experience, question of deduction and imagination, and question of expressing thoughts and feelings. And, for specific application, three videos of modern poetry classes based on response-centered model was collected from EduNet. Questions asked by teacher A regarding 'Ivy' written by Do Jonghwan, those asked by teacher B regarding 'Christmas' written by Kim Jonggil, and those asked by teacher C regarding 'Glass Window' written by Jeong Jiyong were stereotyped and discussed. First, all of the teachers A, B, and C asked more centrifugal questions than aesthetic ones, and these two types of questions were not linked but separated. And, when a student gives a wrong answer, the teachers did not show any particular strategy such as providing a question that can lead to clarification. As a way of improvement, the author proposed 'integrated centrifugal and aesthetic questions' which allows students to answer centrifugal questions on their own through the process of aesthetic questioning. This enables smooth communication between teachers and students in a class and leads students to clarify their answers in a constructive way. Previous research mostly analyzed questioning that takes place in Korean classes of elementary schools. However, the author recognized that middle and high school students are capable of higher levels of thinking than elementary school students and, therefore, dealing with various types of questioning, and that poetry class is often conducted by rote. Therefore, this study is meaningful because it classified and discussed types of questioning that take place in modern poetry classes in middle and high schools. Also, it helps recognize importance of teachers' questioning and problems in conventional classes, promoting smooth class talk and autonomous learning through questioning.


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