Earticle

The purpose of this study is to systematically review mathematical communication in classes using technologies. To achieve this aim, mathematical communication in traditional classes and those using technologies were discussed separately. The literature review indicates that the use of technologies provides visualization, dynamic manipulation, and convenience. Furthermore, there were very few studies focusing on mathematical communication between students and teachers in classes using technologies. Based on these results, it is suggested to expand research on mathematical communication by including various mathematical content and types of technologies.

이 연구의 목적은 초등학교 실과 수업에서 나타나는 발문을 질적으로 분석하여 그 특성을 설명하는 데 있다. 연구 대상은 5학년 실과를 지도하는 두 명의 교사이며 대상 수업 단원은 5학년 실과의 “5. 우리의 식사” 단원이었다. 자료 수집은 관찰, 면담, 비디오 녹화의 삼각측정법을 이용하였다. 연구 결과는 다음과 같다. 첫째, 실과 수업에서 나타나는 교사별 발문의 특징이다. 두 교사의 수업에서 나타나는 발문의 공통적인 특징은 실과 수업 전반에서 폐쇄적 발문의 양이 전체 발문의 70% 이상을 차지하고 있다. 그리고 교사 주도의 발문에 의한 수업이 이루어지고 있다. 둘째, 각 교사의 발문 유형에 나타나는 특징을 살펴보면, H 교사의 발문 유형에서 나타나는 교과서 내용 중심의 발문을 보였고. 하나의 학습 요소에 대하여 교사의 발문이 일회성 수렴적 발문으로 나타나는 특징이 있었으며, 학생의 오답에 대한 적절한 피드백이나 추가 발문이 생략되는 경우가 자주 나타났다. 마지막으로 퀴즈 또는 게임 형식의 발문으로 학생들의 흥미를 끌었다. J 교사의 발문 유형에서 나타난 특징은 하나의 학습 내용에 대하여 다양한 형태의 반복적 발문이 자주 나타났으며, 교과서에 제시된 내용을 재구성하거나 실생활과 관련시켜 지도하였고, 발문에 대한 학생의 응답에 대하여 수긍, 칭찬, 격려 등으로 반응하였다. 마지막으로 새로운 어휘나 이해를 필요로 하는 용어가 나오면 추가 발문을 통하여 이해를 도왔다. 본 연구를 통해 살펴 본 실과 수업에서의 발문 유형은 교사의 특징에 따라, 수업 형태에 따라 발문의 양상이 달라짐을 알 수 있었다. 특히 교사의 경력과 직․간접적인 경험의 차이에서 오는 발문의 질적․양적 차이가 있음이 나타났다.

The purpose of this study is to analysis result on teacher's questioning during the practical science course class in elementary school. The subjects of this study are two teacher who are teaching 5th grade practical course. And the chapter which has been targeted is chapter 5 "our dietary". The collection of the data has been made through the triangulation such the areas of the observation of the class, interviews, and class recording. With analyzing the recorded data, the types of questioning has been arranged and translated. The results from this study are as following. First, there is the character of the teacher's question during the class. The common character of both the teachers during the class is that it consists of more than 70% of closed question, and the teacher centered questions are being made during the class. Second, the characters of the each teacher are as following. The first features of the kind of questioning of teacher H are the text focused question, one-time questioning on the academic elements, the omission of the proper feedback on the students' incorrect answer, and finally, gathering students' interest through, quiz and game typed questioning. The features of the kind of questioning of teacher J are the repeated questioning on one topic, restructuring the text contents to apply for the practical usage, responding the students' questions through the agreement, praising, and encouragement, and finally additional questioning to help the students understand the new vocabulary. The feature on the types of questioning shown in the practice class are as following. The average number of questionings per class on the theory consists of 78.8 questions of teacher H, and 168.8 ones of teacher J, whereas, in the class of practice, 25.3 questions of teacher H, and 81.3 ones of teacher J. When I have looked into the whole classes of those two teachers, they have used closed, opened, and managerial questioning in the theory class, the degree of preference on the questioning is little changed such order as closed, managerial, and opened questioning during the practice class. The result has shown that both the teachers have used the closed questioning the most, and the opened questionings the least. And the amount of the questioning in the theory is fewer than in the practice class at the rate of 1.7 times.

교사의 발문유형이 유아의 창의성에 미치는 효과이진민 · 권오식인제대학교<초록> 본 연구의 목적은 교사의 지시유형이 창의성에 미치는 영향을 규명하고자 하는 것이다. 보다 구체적으로 유창성지시와 독특성지시가 산출물의 수와 산출물에 나타난 창의성에 어떻게 영향을 주는지를 알아보고자 하였다. 본 연구의 대상은 양산시내에 소재하고 있는 S유치원에 재원 중인 4세반 2학급 49명, 5세반 2학급 47명 총 96명이었다. 연구에 사용되는 도구는 부분 도형(곡선, 점선, 사선)을 보여 주고 자유롭게 그려보고 제목을 정해 보도록 유도하는 도형완성과제로서 유아 개인이 산출한 도형의 수와 산출한 도형의 독창성 정도를 분석하였다. 유창성지시와 독특성지시가 유창성(산출물의 수)에 미치는 결과를 살펴보면, 독특성지시보다 유창성지시에 더 많은 반응을 하였다. 연령에 따른 산출물의 수에서는 4세가 5세보다 더 많았다. 그러나 4세 유아는 두 지시에 따라 유창성에서 차이를 보이지 않은 반면 5 세 유아들은 독특성지시에서의 산출물의 수가 적었다. 자극유형에 따른 산출물의 수에서는곡선과 사선보다 점선이 반응수가 더 많았다. 유창성지시와 독특성 지시가 독창성 점수에주는 영향을 살펴보면, 독특성지시에서 더 높은 독창성을 보였다. 또, 교사의 지시유형에 따라 연령의 창의적 사고를 유발하는 정도에 차이가 있었는데, 5세 유아보다 4세 유아들이 더높은 독창성을 보였다. 산출물의 수와 산출물에 나타난 창의성을 함께 고려해 볼 때, 유창성지시가 비록 더 많은 반응을 산출하지만, 창의성은 독특성 지시에서 더 높았음을 알 수 있었다. 그리고 자극유형에 따른 창의성 점수에서는 곡선과 사선보다 점선이 반응수가 많았다는 결과는 앞으로 점선 자극유형이 창의성 교육활동에 유용하게 활용될 수 있다는 것을 시사한다.

The purpose of this study was to investigate the effect of teachers's direction pattern on the creativity of young children, in more specifically, was to determine the effect of the fluency direction and uniqueness direction on the number of outcomes and the amount of creativity represented in outcome. The subjects of this study were a total of 96 children with 49 from two classes for four years old and 47 from two classes for five years old attending the S kindergarten located in Yangsan city. The inventory used in this study was figure completion task in which partial figures such as circle, dotted line, and oblique line are presented to young children and asked them to complete a picture and determine its title freely. The number of outcomes produced by young children were measured and their creativity were evaluated. The result of analysis of the effect of fluency direction and uniqueness direction on the number of outcome showed that the fluency direction has induced more responses compared to uniqueness one, and that the number produced by children of four years old were higher than that by children of five years old. There was no difference in the number of outcomes between direction type in group of four years old, whereas for the group of five years old, the number of outcomes produced by uniqueness direction was higher than it by fluency direction. The result of analysis of the number of outcomes produced from each figure type showed that the number of outcomes produced from dotted line was higher than that from other two figure types. The result of analysis of the effect of the both types on the creativity score showed that the score from the uniqueness direction was higher than that from fluency one, and that the level of creativity induced by direction type was higher in group of four years old compared to group of five years old. Considering both the number of outcomes and th creativity represented in them, the uniqueness direction induced more creativity, though the number of outcomes was higher. The fact that the creativity score from dotted line was higher than that from other types of figure indicates that the stimulation by dotted line may be useful in creativity enhanced teaching activities.

교사를 양성하는 사범대학이나 교육대학에서는 해마다 학교현장에 많은 교사들을 배출하고 있다. 예비 교사들은 매력적인 수업의 설계와 시행, 수업기술을 향상 시킬 수 있는 기술을 충분히 습득해야 한다. 학교는 시행착오의 장이 아니며, 교사는 시행착오를 최소화하여 학생들을 지도해야할 중책을 맡고 있기 때문이다. 예비교사나 초임교사들이 효과적인 학습목표 달성을 위한 수업기술을 시뮬레이션을 통해서 훈련 한다면 학교 수업환경 개선은 물론, 교사의 역량 또한 강화될 수 있을 것이다. 본 연구는 문헌고찰을 통하여 예비 및 초임교사의 발문기술 증진을 위한 시뮬레이션 도입을 위한 시뮬레이션의 개발을 위한 당위성과 개발을 설계 방향을 제시하는데 있다.

Each university runs curriculum for pre-service teachers to improve teaching skills and designing classes and realizing them. Pre-service teachers can have opportunities of designing and realizing charming classes in the course of practice teaching. We can say that if pre-service teachers can practice simulation for effective teaching skills, there can be some advantages: improvement of class environment, consolidation of instructors’ abilities, and thus a ripple effect of for those within the whole community. The purpose of this study is to introduce and indicate the direction of simulation for pre-service teachers and beginners alike, thus training and expecting them to improve effective questioning skills through systematic education courses.

This research analyzed elementary teacher’s scientific questioning during science teaching. This research studied 4 elementary school teachers in Gyeongnam were observed and the classes were videotaped. all teacher’s questioning and student's answering were transcribed. Teacher's questionings were categorized into 2 types such as simple questions and productive questions. The findings of the research were as following. First, in the teaching-learning activities of the science subject, teacher-student conversation was used 202 times on average, and questions asked by the teachers were 72 times on average. The teachers use productive questions more than simple questions. Second, in the type of simple questions, management questions were used the most, and the next were simple confirmation questions and rethink questions in order. Third, productive questions used by the teachers in the class were mostly the attention-focussing questions, but the type of higher level questions such as problem-posing questions, comparing questions, action questions and reasoning questions was rarely adopted.

이 연구의 목적은 2022 개정 초등학교 과학과 교사 용 지도서의 5학년 ‘지구와 우주’ 영역 단원인 ｢지층 과 화석｣과 ｢날씨와 우리 생활｣에 제시된 발문을 사고 수준과 교수·학습 목적에 따라 수업 단계별로 분석하여 발문 구성의 경향과 교육적 시사점을 도출하는 데 있다. 이를 위해 검정교과서 5종의 교사용 지도서를 대상으로 발문 유형을 비교·분석하였다. 연구 결과, 첫 째, 두 단원 모두에서 폐쇄적 발문이 가장 높은 비중을 차지하였으며, 개방적 발문은 상대적으로 낮게 나타났 다. 둘째, 수업 단계별로는 도입과 전개 단계에서 폐쇄 적 발문이 우세하였고, 정리 단계에서는 개방적 발문 이 증가하여 학습 내면화와 사고 확장을 유도하는 특 징이 확인되었다. 셋째, 교수·학습 목적 측면에서는 이 해 형성 발문이 가장 높은 비율을 차지하였으며, 정리 단계에서 성찰 촉진 발문의 비율이 증가하는 경향이 나타났다. 반면 도입과 전개 단계에서는 정보 유도 발 문이 상대적으로 많이 활용되어 절차 안내와 사실 확 인 중심의 발문 구조가 유지되고 있다. 이러한 결과는 교사용 지도서가 여전히 지식 확인 중심의 발문 구조 를 유지하면서도 개방적·성찰 촉진 발문을 점진적으로 확대하고 있음을 보여준다. 향후 학생들의 탐구적 참 여와 고차원적 사고를 촉진하기 위해 수업 단계와 교 수·학습 목적을 고려한 다양한 수준의 발문을 균형 있 게 제시할 필요성을 시사한다.

The purpose of this study was to analyze the questions presented in the fifth-grade elementary science teacher’s guides revised in 2022, focusing on the units ｢Strata and Fossils｣ and ｢Weather and Our Lives｣ in the Earth and Space unit, according to cognitive level and instructional purpose across lesson stages, and to identify trends in question composition and their educational implications. Five government-authorized teacher’s guides were selected and comparatively analyzed. The results showed that, first, closed-ended questions accounted for the largest proportion in both units, whereas open-ended questions were used relatively less frequently. Second, by lesson stage, closed-ended questions were predominant in the introduction and development stages, while the proportion of open-ended questions increased in the consolidation stage, indicating a tendency to promote learning internalization and cognitive extension. Third, in terms of instructional purpose, understanding-oriented questions constituted the highest proportion, and the proportion of reflection-promoting questions increased in the consolidation stage. In contrast, information-guiding questions were more frequently used in the introduction and development stages, reflecting a question structure focused on procedural guidance and factual confirmation. These findings indicate that although teacher’s guides continue to maintain a knowledge-verification-oriented questioning structure, they are gradually expanding the use of open-ended and reflection-promoting questions. This suggests the need to provide a balanced range of questions that consider lesson stages and instructional purposes in order to facilitate students’ inquiry participation and higher-order thinking.

The purpose of this study is to develope the method of analyzing musical instruction, and the aim is to explore a criteria of analyzing musical instruction. The content of this study is to understand the general theory of the questioning, to develope the questionings(model) for musical instruction, to adapt it to teacher's handbook. and to test it of appropriation. The result of study is that the three divisions for questioning - cognitive domain, phychomotor domain, and emotional domain - are appropriate and each sub-division is good for analyze musical instruction.

본 논문의 목적은 학습자 중심의 수학 수업에서에서의 교사의 발문에 대하여 분석을 하고 이런 발문이 학습자의 지식 구성에 어떤 영향을 주게 되는지를 알아보는데 있다. 이 연구를 위하여 의도된 학습자 중심의 초등학교의 나눗셈 관련 주제의 3차시수업을 계획하고 이 수업의 과정을 전사하여 수업 중에 나타나는 교사의 발문의 특성 및 학습자의 지식 구성에 주는 영향에 관하여 분석을 하였다. 연구의 결과 학습자 중심의 수학 수업에서의 교사의 발문은 학습자의 비형식적인 수학적 사고의 존중, 확산적 사고를 위한 열린 발문, 여러 단계의 집단에서의 활발한 토론을 위한 적절한 발문, 학급의 규범을 존중하는 발문을 하는 특성이 있었다. 수학 수업에서 교사의 발문은 학습자 중심의 수업에서 학습자의 수학적 사고력 촉진 및 수학에 대한 태도에도 영향을 주게 된다.

The purpose of this paper was to analyze a teacher's questioning in the learner-centered mathematics lessons and investigate its effects on the construction of learner's knowledge. For this study, it is analysed that the teacher's questioning in the 3 observed learner-centered lessons concerning elementary division topic. The study results showed that the characteristics of the teacher's questioning were respecting of learner's informal mathematical thinking, open-ended questioning for divergent thinking, appropriate questioning at every group, and respecting classroom norm. Teacher's questioning affects the quality of learner's mathematical thinking and his or her attitude toward mathematics.

This action research explores an effective teaching method for EFL teacher’s questioning types in a Korean online university context. By reviewing the previous studies on teachers’ questioning types which have been categorized mostly by cognitive linguistic tradition, this study sorts out the different questioning types from socio-linguistic perspective using the Systemic Functional Grammar (SFG) framework. These new categorized questioning types are applied to instruct the participant students (57) who were majoring in English and were mostly interested in TESOL (Teaching English to the Speakers of Other Languages) certificate program provided by the online university in Korea. Using a series of lecture content, two assignments, and an online discussion board, these newly added questioning types (offer and request types replacing command) were successfully taught in an online lecture entitled ‘Classroom English and Communication’ in the first semester of 2021. With a mixed analysis method, this study explains the procedures of various classroom tasks and analyzes the assignment data and online discussion board texts. This teacher classroom communication consisting of instruction and questioning needs to be reconsidered due to this study’s findings and its pedagogic implications that are clearly based on socio-linguistic perspectives.

When students receive feedback from the teacher that is not in line with what they actually struggled with while writing, the feedback does not achieve the goal of having students reflect while revising. Thus, giving and receiving feedback requires meaningful interaction between the teacher and the student. Moreover, students should also take an active role when seeking feedback so that they can prevent themselves from becoming passive writers. In this regard, this study focuses on how students’ questioning during writing affects their writing process as well as how they use teachers’ feedback. A total of 15 undergraduate freshmen participated in this study. They wrote a total of 6 writing assignments and were asked to attach questions to their rough drafts to which the teacher would provide responses. The results showed that having to question while writing allowed them to develop self-revision skills as well as lexical and structural sensitivity. In addition, they explained that they appreciated teacher’s comments more and utilized them more when they revised their work by receiving the feedback in response forms. The study provides implications to a more strategic way of developing a constructive dynamic between writing teachers and students.

본 연구는 유아의 창의성 지도를 위한 교수법의 하나로 창의적 사고기법의 하나인 SCAMPER 기법을 활용하여 교사가 발문하는 것이 유아들의 창의성을 향상시키는데 효과적인지를 확인하는데 목적을 두었다. 따라서 유아의 창의성, 즉 언어와 도형영역에서의 창의적 능력과 창의적 성격을 향상시키는 데 SCAMPER 활용 교사발문이 효과적인가? 라는 연구문제를 설정하여 이를 확인하였다. 연구결과, 첫째로 SCAMPER 기법을 활용한 교사발문은 유아의 언어영역에서의 창의적 능력(융통성, 유창성) 향상에 효과가 있다는 것이 확인되었다. 즉, SCAMPER 기법은 확산적 발문을 통해 유아들이 문제에 대한 다양한 대답을 생각해 내게 하고 새로운 사고를 촉진시켜 융통성과 유창성을 향상시키는 데 도움을 준 것이라고 볼 수 있다. 둘째로 SCAMPER 기법을 활용한 교사의 발문은 유아의 도형영역 창의적 능력(연속성 및 연결성, 완성도, 새 요소첨가, 비관습성 증가)에 효과적인 것으로 나타났다. 셋째로 SCAMPER 활용 교사발문은 유아의 창의적 성격 향상에도 효과가 있음이 확인되었다. 이는 본 연구에 사용된 발문이 유아가 문제를 해결함에 있어 도전을 즐거워하고, 자신의 생각대로 과제를 끝까지 해결하려는 성향을 갖도록 했음을 확인한 결과라고 할 수 있다. 이와 같은 본 연구의 결과로 유아의 창의성 지도를 위해서 교사는 SCAMPER 기법을 적절하게 활용하면서 발문하는 것이 도움이 됨을 시사할 수 있다.

The purpose of this research was to identify effect of teacher‘s questioning utilizing the SCAMPER technique on improvement of young children’s creativity. Therefore, it has set research question of what kind of influence does teacher’s questioning utilizing the SCAMPER technique have on improvement of young children’s language creativity, figure creativity, and creative personality? to confirm this. First, teacher’s questioning utilizing the SCAMPER technique had positive effect on language creativity (flexibility, fluency) of young children. That is, the SCAMPER is a divergent questioning technique that makes children to think of various reponses to the questions and promotes new thinking and based on this, it has enhanced their flexibility and fluency. Second, teacher’s questioning utilizing the SCAMPER technique was effective for figure creativity (continuity and connectivity, completeness, add new elements, and non-habitual) of young children. This result showed that shaping activity done by a big group of children helped expand meaning of basic materials, made them to think of new elements, think of unique methods, and complete each idea. Third, teacher’s questioning utilizing the SCAMPER technique had positive effect on improvement of young children’s creative personality. The questions used in this research made children to enjoy the challenging they went through while solving the problems and to have tendency to finish the assignment as much as they can. To conclude, teacher’s questioning utilizing the SCAMPER technique is effective for improvement of young children’s creativity (language creativity, figure creativity, and creative personality). Therefore, this research implies that using the SCAMPER technique for promoting young children’s creativity is effective variable for improving their creativity.

The purpose of this study is to investigate teachers’ questioning strategies which facilitate students’ communicative interaction in English classroom.. First teachers’ questioning types are reviewed through literatures and categorized according to their structure, content and purpose (function). Then teacher questions presented through Teacher’s Guidebook were analysed in terms of the questioning types and communicative interaction. Finally questioning strategies were suggested based on the analysis.

본 연구의 목적은 과학영재교육 수업현장에서 이루어지는 교사들의 발문과 피드백,학생들의 응답에 대한유형과 빈도를 분석하여 현황을 파악하고 교사-학생의 언어적 상호작용이 활발한 수업에서 나타난 교사들의 발문과 피드백에 대한 특징을 파악하는데 있다. 이를 위해 중학교 2학년 과학 영재 학생들을 대상으로 실시하는 8차시 24시간 분량의 수업을 비참여 관찰하고 녹화하였으며,교사와 학생간의 상호대화를 전사 분석하고,교사들과의 인터뷰를 실시하였다. 수업 분석 결과,교사들은 대체적으로 기억회상과 인지 기억의 질문과 즉각적 피드백을 사용한 반면,학생들은 단답형 응답을 선호하고 있는 것을 볼 수 있었다. 교사-학생의 언어적 상호작용이 상대적으로 활발한 수업의 특징은 도입단계에서 개방적 질문을 사용하였고,발문의 처리단계를 높였으며, "왜"와 "어떻게"의 질문을 많이 사용하였고,평가질문을 사용한다는 것이었다. 피드백의 특정으로는 학생의 응답을 수용하고 받아들이는 태도를 보였고,지연피드백을 많이 사용하였으며,칭찬과 격려로 다음 문제해결에 자신감을 부여하는 것을 볼 수 있었다.

This study is aimed to classify teachers' questions and feedbacks as well as students' responses in term, of type and frequency, and speculate the distinctive features of verbal interactions including teachers' questions and feedbacks performed actively in the classes of the gifted in science. The 24 hours of the classes made for the 8th grade science-gifted students were observed and recorded. In addition, the mutual conversations between the teacher and the students were transcribed and analyzed, and the interviews with the teachers also were made. It is found that the teachers usually use the question methods of memory recollection, perception and memorization, together with an instant feedback method, while the students prefer to respond with rather short answers. The characteristic features of the class by the teachers who lead the active class show that they use the open questions at the beginning, raise the level of the questioning, use the questions 'why and how' frequently, and to ask evaluative questions. Their feedbacks to the students interestingly indicate that they show the students the attitude of accepting and receiving students' replies, invite different responses from other students by reserving instant answers or judgements to the students, and give the students the confidence of solving the next problems, by praising and encouraging them.

본 연구는 교육실습 프로그램 개발연구의 일환으로서 개발 프로그램에 참여한 예비교사의 발문을 양적 질적으로 분석하였다. 분석 결과는 다음과 같다. 첫 째, 실습과정을 통해 실습생의 교실담화에서 발문이 차지하는 비중이 증가하였다. 둘 째, 수업상황에서 제기하는 발문의 유형이 다양화면서 학생들에게 설명, 정당화 등과 같이 보다 고등수준의 수학적 사고에 몰입할 수 있는 기회를 제공하였다. 세 째, 재성을 동반하는 발문이 증가하였으며, 학생 개인을 대상으로 하는 발문과 학급 전체를 대상으로 하는 발문을 효과적으로 활용하게 되었다. 본 논문에서는 위의 발문 유형에서의 변화 양상을 수업 수행 능력 개발 양상과 연결지어 설명하여 개발 프로그램이 예비교사의 수업 능력 개발에 기여하는 바와 사범대학 교육실습 개선에 대한 시사점을 논의하였다.

As part of developmental research of a student-teaching practicum program, this research analyzed a mathematics preservice teacher's questioning. The practicum program is based on the model of reflective practice in a collaborative inquiry community for learning-to-teach. This paper describes how a preservice teacher's questioning pattern had changed on the program participation and explain how the change in discourse can be considered as an indicator for the pre service teacher's professional development. Suggestions for the future program development are discussed.

최근 학생의 질문이 수업의 중심이 되는 질문있는 교실이 화두로 떠오르고 있다. 도덕과에서 중요하게 다루어지는 질문의 유형으로는 개념 탐구를 위한 질문, 의미 탐구를 위한 질문, 문제해결을 위한 질문이 있다. 본 연구에서는 각 질문 유형별로 고유한 탐구의 절차와 사고기술을 바탕으로 교사의 연속질문을 제안한다. 교사는 이러한 기법을 참고하여 다양하고 유연하게 질문 중심 도덕 수업을 이끌어갈 수 있을 것이다. 마지막으로 윤리적 탐구공동체에 기반한 연속질문 적용 사례를 제시한다.

Recently, question-oriented classes centered on student questions have emerged as a hot topic. Types of questions that are important in the moral class include questions for concept inquiry, questions for meaning inquiry, and questions for problem solving. In this study, a continuous question of teachers is proposed based on the unique inquiry procedure and thinking skills for each question type. Based on this continuous question, teachers can lead question-oriented moral classes in a variety of ways and flexibility. As a specific example of this, we present an example of applying a continuous question based on an community of ethical inquiry.

본 연구는 교사의 탐구적 발문에 기초한 한국음식 요리활동 프로그램을 만 5세에게 적용하여 유아의 과학적 탐구 능력과 과학 흥미도에 미치는 효과를 알아봄으로써 유아과학교육에서의 효과적인 교수․학습 방법을 모색하고자 하였다. 연구 대상은 G시에 소재한 N어린이집 만 5세반 20명을 실험집단으로, G어린이집 만 5세반 20명을 비교집단으로 배정하였다. 실험집단에는 교사의 탐구적 발문에 기초한 한국음식 요리활동을 실시하였고, 비교집단에는 생활주제별 한국음식 요리활동을 16회기 동안 실시하였다. 연구결과 교사의 탐구적 발문에 기초한 한국음식 요리활동 프로그램을 경험한 실험집단이 비교집단에 비해 과학적 탐구 능력과 과학 흥미도에 긍정적인 효과가 있는 것으로 나타났다. 연구결과는 교사의 탐구적 발문에 기초한 한국음식 요리활동 프로그램을 유아교육 현장에 적용했을 때, 과학적 탐구 능력과 과학 흥미도 증진에 긍정적인 영향을 미치는 새로운 교수․학습 방법으로 활용될 수 있음을 시사한다.

The study aimed to explore effective teaching and learning methods in early childhood education by applying the Korean food cooking program that is based on the teacher's inquiry questioning on children aged 5 years old and determining the effects of the program on children's scientific inquiry abilities and their level of scientific interests. The subjects of the study included an experimental group of 20 children aged 5.5 years old who attend N Child Care Center in G city, and a control group of 20 children aged 5.5 years old. In the experimental group, the teacher's inquiry question-based Korean food cooking activities were conducted over 16 session. In the control group, Korean food cooking activities based on life situations or themes were conducted over 16 sessions. As a result, the experimental group which experienced Korean food cooking program based on the teacher's inquiry questioning showed positive effects in their scientific inquiry abilities and interests in science compared to the control group. These research findings indicate that when Korean food cooking program that are based on the teacher's inquiry questioning are conducted on early children, these activities can be used as new teaching and learning materials that have positive effects on enhancing children's scientific inquiry abilities and interests in science.

The purpose of this study is to establish the concept of teacher questioning in class conversation, to clarify the types and functions of questioning, and the characteristics of teacher questioning. The teachers’ questioning is based on the IRF structure of the classroom conversation. The teacher’s questioning can be defined as questioning sequences as teacher’s initial utterance for one topic, follow-up question as teacher’s feedback utterance according to the student’s answer, and series of subsequent questions. The questioning sequences type can be classified into evaluation type, iteration type, enumeration type, materialization type, clarification type, expansion type, return type, and mixed type.

The purpose of this study was to analyze teacher’s questions in Korean class for Korean language learners who majored in business administration. As a starting point of the study, this study aimed to analyze the frequency of teacher’s questions and its types as well as in the teaching-learning process. After the teacher’s questions in the Korean class for academic purpose were recorded and transcribed, the types of questions by the level of class were analyzed. A total number of questions were 649 and especially, Echoic question accounted for 48% which was the highest percentage, followed by epistemic questions(30.4%) and expended questions(20.6%). Further studies are required to analyze aspects of interaction of learners depending on the teacher’s questions by the teaching-learning steps, develop the question strategy and analyze the effective and noneffective questions for the learners as well.

본 연구는 2009 개정 교육과정의 내용으로 새롭게 등장한 ‘미술 비평’의 지도를 위해 교수·학습 모델을 살펴보고 발문을 중심으로 초등학생에게 적용 가능한 방법을 살펴보고 있다. 미술 비평은 초등학생에게 미술작품의 의미를 나름대로 형성하도록 하기 위해서 전문 미술 비평가의 탐구 방법을 적용하여 작품을 세심히 관찰하고 발견한것을 자신의 경험과 지식을 중심으로 구성하고자 하는 것이다. 하지만 교육 현장에서비평 수업의 개념은 아직 교사들에게 낯설기 때문에 교사들은 이러한 미술 비평 교수·학습 방법을 적극적으로 시도하지 않고 있는 현실이다. 본 연구에서는 미술 비평을 초등학생에게 적용하기 위해서 관련된 이론과 교수·학습 모델을 고찰해 보고, 이중 발문을 중심으로 가능한 수업의 사례를 제시하고자 한다.

The purpose of this study is to suggest an educational model for art-criticism which has appeared in the 2009 National Education Curriculum and to introduce elementary school teacher’s questioning strategy applicable for the model. Art criticism education is a way that students can utilize professional inquiry of art critics in a revised way to build artworks' meaning in one’s own way. By using this revised method, children could construct meaning by looking into the artwork closely and carefully with their knowledge and experience. However, the concept of art criticism education is still unfamiliar to elementary school teachers and they are not familiar with critical inquiry of artworks so far. The authors suggest an educational model using Tom Anderson and Harry Broudy’s theories. ‘Educational Art Criticism’ model by Anderson emphasizes the initial reaction toward the artwork. It can be applied well enough for an educational model for elementary students because they say their reaction immediately when seeing the artwork. Also, ‘Aesthetic Scanning’by Broudy emphasizes aesthetic perception and divided the perception into four types:sensory, formal, technical, and expressive. Elementary students don’t have the standards when looking the artwork, so by applying Broudy’s method, children will be able to look into the artwork more carefully by using his criteria. In art criticism education, teacher’s questions are important in a way children are able to think and observe through the carefully designed instruction. So in this study, authors suggest not only the educational model but also the way of teacher’s questioning strategy by looking into an example artwork by Hochul Cheo.

The purpose of this study is to analyze teachers’ question types in terms of forms, function/content, and the purposes. Six videotapes of actual English class were collected and transcribed focusing on teacher’s questioning. The results were as follows. First, teachers used English-medium, wh-questions, text-related epitomic questions, and display questions more frequently than Korean-medium, yes/no questions, echoic questions and referential questions. Second, teachers used different types of questions according to the stages of the teaching procedures. Finally native English teachers used wh-questions, text-related epidemic questions, and referential questions more frequently than Korean English teachers. Some suggestions were made based on the results.