이 연구는 중등예비특수교사의 교육실습 연구수업에서 발문이 어떻게 이루어지고 있는지 그 유형과 특징을 분석하고자 중등예비특수교사 10명을 대상으로 학교현장실습에서 학생들을 대상으로 한 실제수업 중 연구수업을 전사하였다. 분석기준은 Blosser가 제시한 발문 범주체계를 사용하여 폐쇄적 발문, 개방적 발문, 관리적 발문으로 분석하였다. 첫째, 중등예비특수교사들은 수업상황에서 관리적 발문을 80.3%로 가장 많이 하였고, 그 다음이 폐쇄적 발문 16.3%, 개방적 발문 3.4%의 순서로 나타났다. 둘째, 수업단계에 따른 본 연구의 결과를 살펴보면, 도입단계에서는 관리적 발문 73.8%, 폐쇄적 발문이 20%, 개방적 발문 6.2%이었고, 전개단계에서는 관리적 발문 82%, 폐쇄적 발문 15.2%, 개방적 발문 2.8%였다. 정리단계에서는 관리적 발문이 76.8%, 폐쇄적 발문 18.7%, 개방적 발문 4.5%의 순서로 나타나 수업단계에 따른 발문유형 순서에는 차이가 나지 않았다. 이상의 결과는 선행연구와 비교하여 논의하였다.
The purpose of this study is to analyze the types and characteristics of the texts when the prospective special education teachers ask their students questions during the class. Ten prospective special education teachers’ demonstration class video clips are chosen for analysis during their practice at school. The analytical criteria are closed-headed, open-headed and managerial questions with the stemming categorization system proposed by Blosser. The results of this study are as follows : First, the prospective special education teachers showed that the highest number of managerial questions is 80.3% during the class. 16.3% closed questions and 3.4% open questions follow after them. Second, the result of studying for class procedures is like this: in the introduction step, the management was 73.8%, the closed method was 20% and the open method was 6.2%. In the development step, the management was 82%, the closed method was 15.2% respectively. In the consolidation step, 76.8% of managerial headings, 18.7% of closed headings and 4.5% of open headings were in order. In conclusion, there is a significant difference between the prospective special education teachers and the current teachers. The prospective special education teachers’ highest number of managerial questions shows the fact that they lack interaction with students and don’t have enough teaching experiences relatively.
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논의 및 결론
