earticle

영어

As an elementary school teacher, the researcher of this study has experienced that students who suffered from the emotional problems such as alienation or maladjustment in school cannot effectively within the current competitive learning environment. To solve this problem, the researcher studied how “Cooperative learning method” could enhance students’ visual literacy. In order to practice this learning method, this study justifies ‘Visual literacy’ as an ability to interpret the meaning of image or to express the idea by symbolic image. This study focused on the development of learning methods for improving visual literacy by considering the increase of nonverbal communication and the rise of visual literacy education. The reason why ‘cooperative learning’ is chosen among learning methods is that cooperative learning has a possibility of promoting students’ active learning and providing them opportunities to interact with other students. Visual literacy can be learned in the learning process through the actual experience to participate in the cooperative interaction and communication actions. The research question for cooperative learning method established in this study are as follows : First, how can be cooperative learning program for practicing visual literacy education? Second, what is the value of cooperative learning for visual literacy education in art education? Third, what is the effect of cooperative learning for visual literacy education in the learning experience for students? To figure out the research questions, definition, characteristic, effect of visual literacy and cooperative learning was observed. The cooperative project learning program was established on the basis of project and conversation-centered group appreciation learning theory. Through textbook analysis, the cooperative learning for visual literacy education curriculum was redesigned to include visual culture by considering of the strategy and process of ‘Co-op Co-op’ model. This research was conducted trough 12 classed in 31 on 6th graders at the elementary school located Suwon. As this learning project processed, students showed increasing in understanding the context and relevance of visual images and life. Also, it enhanced level of visual expression and critical abilities. In addition to, the students themselves chose the topics and the activities carried out through consultations. Last, students' attitude toward cooperative learning and friendship has become more positive. Through cooperative learning, this research found: First, it was a learner- centered education of higher learning motivation and participation. Second, it was possible to participate at communicative action in the process of learning by the actual experience. Third, it was effective in improving critical thinking for viewers and consumers education. Fourth, it was integrated learning method for students' holistic growth. Fifth, it is significant to extend the personal thought through interaction with others and could promote close relationships. However, there is the limitation in that the object and contents only focus on 6th graders, and only learning process based on ‘Co-op Co-op’ model. There is difficult for some students to carry out activities in appreciation education. Therefore, the cooperative learning for visual literacy education can be made possible if various methods of cooperative learning are used to develop appreciation education and apply variety of subjects throughout the entire grades.

한국어

이 논문은 학생들 상호 간의 소통 증대를 위한 제안으로서 시각적 의사소통능력 신장을 위한 미술과 협동학습 방법을 모색하고 교육적 가치와 학습 경험에의 영향력을 연구하였다. 소통능력은 협력적 상호작용을 통해 의사소통 행위에 참여하는 학습 과정 안에서 체득할 수 있으므로 학습자 간의 교류 빈도가 높은 협동학습을 적용하였으며, 프로젝트 학습법, 대화중심 그룹 감상법, ‘Co-op Co-op’모형의 학습 절차를 바탕으로 협동적 프로젝트 학습의 계획을 수립하고 본 연구를 실행하였다. 연구의 결과 학습자 중심의 교육 방법으로 학습 동기와 참여도가 높았고, 실제적인 체험을 통한 의사소통의 실천이 가능하였으며, 능동적인 감상자 및 소비자를 위한 교육 방법으로 고급 사고력 및 비판적 해독력 향상에 효과적이었다. 또, 다학문적이자 통합적인 접근으로 학생들의 전인적인 성장에 도움이 되었으며, 타인과의 상호작용을 통해 인간관계의 긴밀함을 증진시킬 수 있었다는데 의의가 있다.