초록 열기/닫기 버튼
목적 초등학생 개인 변인에 따른 ‘국어과 의사소통 역량’의 차이 및 연관성을 분석하는 것이다. 이를 통해 연구 참여 학생들에게 유의미한 언어생활 성찰 기회를 제공하고 국어과 의사소통 역량 연구 활성화를 위한 의미 있는 교육적 시사점을 도출하는 것이다. 방법 경남의 5⋅6학년군 초등학생을 중심으로, ‘국어과 의사소통 역량’과 ‘다양한 개인 변인(자기효능감, 자아존중감, 발표불안, 국어과 학습동기, 국어수업몰입, 경청, 공감, 소통 예의, 또래 관계)’을 진단한다. 분석 방법은 ANOVA(일원분산 분석, 이원분산 분석)와 교차 분석을 활용하여, 초등학생 개인 변인에 따른 ‘국어과 의사소통 역량’의 차이 및 연관성을 분석한다. 분석 도구는 엑셀과SPSS(ver 23.0)를 활용한다. 결과 초등학생 개인 변인별 ‘국어과 의사소통 역량’ 차이 분석 결과, 전체 개인 변인(자기효능감, 자아존중감, 발표불안, 국어과 학습동기, 국어수업몰입, 경청, 공감, 소통 예의, 또래 관계)에서 집단(상⋅중⋅하) 간 통계적으로 유의한 국어과 의사소통 역량 차이가드러났다. 또한 전체 개인 변인(자기효능감, 자아존중감, 발표불안, 국어과 학습동기, 국어수업몰입, 경청, 공감, 소통 예의, 또래 관계)과 국어과 의사소통 역량 간에도 통계적으로 유의한 연관성을 확인할 수 있었다. 결론 초등학생 개인 변인에 따른 국어과 의사소통 역량 차이 및 연관성을 분석하고 이를 바탕으로 교육적 시사점을 도출하였다. 학생들에게 의미 있는 언어생활 성찰의 기회를 제공하고, 국어과 의사소통 역량 관련 정보를 축적하였으며, ‘국어과 의사소통 역량’ 평가의 한 모델을 제시한 본 연구는 ‘국어과 의사소통 역량’ 교육 및 연구 활성화에 기여할 수 있다.
Objectives The objectives of the study are to carry out an analysis of differences and associations for ‘Korean language education communicative competency’ depending on the personal variables of elementary school students. In this way, the study aims at providing students participating in the study a meaningful chance to self-examine their language in daily life and thus draw out meaningful educational implications for revitalizing the research of ‘Korean language education communicative competency’. Methods The study diagnoses ‘Korean language education communicative competency’ and ‘various personal variables(self-efficacy, self-esteem, public speaking anxiety, motivation to learn the Korean language subject, academic engagement for Korean language education, listening, empathizing, communication etiquette, peer relationships)’ with a focus on 5th and 6th grade elementary school students in the Gyeongnam region. Analysis methods involve ANOVA(one-way and two-way ANOVA) and cross-tabulation analysis with the purpose of analyzing the differences and associations for ‘Korean language education communicative competency’ depending on the personal variables of elementary school students. The analysis tools were Excel and SPSS(ver 23.0). Results Upon analyzing differences in ‘Korean language education communicative competency’ by each personal variable of the elementary school students, the study revealed statistically significant differences in ‘Korean language education communicative competency’ between groups(advanced, intermediate, beginner) in terms of overall personal variables(self-efficacy, self-esteem, public speaking anxiety, motivation to learn the Korean language subject, academic engagement for Korean language education, listening, empathizing, communication etiquette, peer relationships). Furthermore, the study confirmed a statistically significant association between overall personal variables(self-efficacy, self-esteem, public speaking anxiety, motivation to learn the Korean language subject, academic engagement for Korean language education, listening, empathizing, communication etiquette, peer relationships) and ‘Korean language education communicative competency’. Conclusions The study analyzed differences and associations regarding ‘Korean language education communicative competency’ depending on the personal variables of elementary school students and, on this basis, drew out educational implications. Having provided students with a meaningful chance to self-examine their language in daily life, having accumulated information related to subject competencies, and having offered a model for subject competency assessment, the present study is capable of making contributions in terms of revitalizing education and research for ‘Korean language education communicative competency’.
키워드열기/닫기 버튼
Korean language education communicative competency, competency assessment, Korean language education curriculum, personal variables, ANOVA, cross-tabulation analysis, elementary school student
