earticle

영어

The purpose of this case study is to reveal the process of structure-centered cooperative learning in the way of curriculum restructuring. The grand-tour question for this study was "what do the student experience while participating in this program in terms of knowledge acquisition and emotional growth?" The participants of this study were 31 students of 4th graders. The qualitative data were mainly gathered by classroom observation, field notes, and interviews. The program was designed by the aspect of theme-based interdisciplinary approach. The theme was 'energy saving', and integrated subject areas were moral, fine arts, language arts, science, and extra-curricula activities. The findings of this study were as follows. First, students improved learning achievement through lively interaction with classmates who have various thoughts, and through developing learning activity with selection of learning structure which can improve communication function. Second, students were taught successfully helping each other's learning by playing own role faithfully. Students could raise closeness by understanding and considering each other through cheering and praising to each other's learning. Further more, they could reduce the burden of learning, which was effective to obtain the attitude of self-esteem and inter-respect.

한국어

본 연구는 교육과정 재구성 방법으로서 구조중심 협동학습에 관한 질적 사례연구로 적용을 통해 학생들의 인지적·정의적 측면에 어떤 변화가 있는지를 드러내는데 목적이 있다. 연구대상은 G시에 소재한 4학년 학생 31명으로 2008년 3월부터 2008년 11월까지 연구가 진행되었다. 교육과정 재구성을 위해 4학년 교육과정의 국어, 도덕, 사회, 과학, 미술의 내용을 ‘에너지 절약의 생활화’라는 주제를 중심으로 통합단원으로 구성하여 연구대상학급을 구조중심의 협동학습체제로 구축하여 실행연구를 하였다. 연구결과는 다음과 같다. 첫째, 학생들은 의사소통 구조를 통한 학습활동을 전개함으로써 의사소통 기능이 향상되었으며, 이는 곧 학습능력 향상의 결과를 가져다주었다. 둘째, 학생들은 자기가 맡은 역할을 충실히 수행함으로써 긍정적인 상호 의존도가 높아졌으며, 이는 학습에 대한 흥미를 높이고 긍정적인 자아 및 상호존중의 태도를 형성시키는데 기여하였다.