earticle

영어

Critical thinking involves a complex thinking process of analyzing and assessing information about a phenomenon, representing a function and tendency of accepting the phenomenon objectively and doing a rational act accordingly. One of various educational drama techniques, ‘process drama’ has no particular theatre form as a goal and allow the students to perform both as actors and the audience in the classroom. There are no scripts written for process drama just like there are no scripts written for actual life. Teachers make plans for episodic situations in advance, but it is children that actually undergo the episode and make a judgment on their own. I reorganized literature, movies, and law. and I conducted an action research by combining process drama lessons with discussion activities to help a group of fourth graders at Y Elementary School develop the ‘ability of looking at an issue by various perspectives.’ as a component of critical thinking. In the first action research, I reorganized The Guard(1974), a play by Lee Kang-baek and gave lessons under the goal of helping the students understand that different opinions would come out according to the interests of characters. The first action research created an opportunity for the students to get accustomed to process drama and discussion activities and helped them maintain their interest and concentration till the end of the third action research. As a result, the students formed a positive attitude and efficacy toward process drama and were required to improve their thinking style of accepting the logic of an expert with no criticism and develop their ability of making arguments according to their values during a discussion about an issue. Based on reflection on the first action research, the second one offered drama activities around the story of Treatments for Human Clones, a drama that reorganized the movie The Island(2005), under the goal of helping the students understand that different values would lead to different choices. The second action research was significant in that the students improved their uncritical perceptions of an expert's arguments and raised a need for a venue where they could express their ideas freely during a drama activity as well as after one in the next program according to their enhanced discussion abilities. The third action research used the Wildlife Protection Act as a pre-text and intended to help the students develop an ability and attitude of examining and evaluating from various perspectives the controversy over a man that killed an endangered animal to save his daughter. In the third action research, the students developed an ability of expressing their ideas about an issue in a free and sophisticated manner while embracing various perspectives and formed an attitude of respecting one another mutually through group activities. The students filled the dramatic time and space of a drama with their creative expressions and critical insights in a process drama lesson, which process confirmed that the drama activities played a positive role in the development of their 'ability of looking at an issue from various perspectives.' The analysis results of quantitative data show that those changes were observed regardless of gender and study achievement level. The analysis results of qualitative data indicate that most of the subject students reached a level of reinforcing and developing their opinions gradually during a discussion by making use of critical thinking from the drama activities. And I hope this study to help elementary school students develop high-order thinking as well as critical thinking.

한국어

본 연구의 목적은 과정 드라마(Process Drama)를 적용한 수업 프로그램이 초등학생의 비판적 사고에 미치는 영향을 실행연구를 통해 살펴보는 것이다. 본 연구의 대상으로 서울 Y 초등학교 4학년 1개 학급 을 선정하여, 총 12차시로 구성된 과정 드라마 수업 프로그램을 시행하였다. 이 실행연구의 질적 자료로 서 참여자 인터뷰, 프로그램 활동지, 연구자 연구일지를 활용하여, 비판적 사고의 발달과 관련된 참여자 의 내적인 변화를 살펴보았다. 또한 프로그램의 실행 사전, 사후에 시행한 동형의 비판적 사고력 검사를 실시하여 정량적 결과를 분석하였다. 본 연구의 결과는 다음과 같다. 학생들은 창의적인 표현으로 드라 마 내의 극적인 시공간을 채워나갔다. 또한 자신의 생각을 비판적으로 발전시키는 데 드라마 수업을 적 극적으로 활용하였다. 이러한 노력은 성별 구분 없이, 학업성취도 수준에 상관없이 나타났고 많은 학생 이 드라마 수업과 토론활동에서 적극적인 의견 교환을 이루며 자신의 의견을 합리적인 방향으로 심화시 키는 모습이 보였고 연구자는 이 과정과 결과에서 모두 비판적 사고의 긍정적인 변화를 확인하였다. 이 러한 현상을 토대로 본 연구에서는 과정 드라마 수업과 이와 결합된 토론활동이 학생들의 비판적 사고 의 한 요소인‘한 문제를 다양한 관점에서 바라보는’능력을 발달시켰을 가능성이 높은 것으로 확인하였다.