School Mathematics (대한수학교육학회지:학교수학)

The Korea Society of Educational Studies in Mathematics (대한수학교육학회)
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Classroom Discourse Analysis between Teacher and Students in High School Statistics Class - Focused on Mehan's Theory -

고등학교 통계 수업 시간에 나타난 교사-학생 간 수업담화 분석 - Mehan의 이론을 중심으로 -

  • Received : 2015.04.23
  • Accepted : 2015.06.04
  • Published : 2015.06.30
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Abstract

This study analyzed the classroom discourse between teacher and students based on the Mehan(1979a)'s theory to examine the characteristics of the classroom discourse between teacher and students in high school statistics class. The results of this study on the structure of class showed that the statistics class in this study adopted knowledge transmission-oriented teacher-led class in which the framework of introductiondevelopment- arrangement, which is Mehan's basic 3 stages, is clearly represented. The results of examining I-R-E sequence showed that $I_T-R_T$ structure, in which the teacher asks questions and the teacher talks about the answer, frequently appeared. And the statistics class in this study was monological class in which students hardly participated. Through these results of this study, it was found that teacher should form the statistical context, in which students can participate in discourse, and build discourse learning community and induce argumentational discourse through metaprocess elicitation.

본 연구의 목적은 고등학교 통계 수업 시간에 발생하는 교사와 학생 사이의 수업담화의 특징을 알아보는 것이다. 이를 위하여 Mehan(1979a)의 이론을 바탕으로 교사와 학생 사이의 수업담화를 분석하였다. 먼저, 연구참여 수학교사의 전형적인 통계 수업담화에 해당하는 1차시를 선정하고 이를 수업의 구조, I-R-E 연속체, 수업의 사회적 참여 구조를 중심으로 분석하였다. 본 연구의 결과, 연구참여 교사의 통계 수업은 Mehan(1979a)의 기본적인 수업 3단계인 도입-전개-정리의 틀이 분명하게 나타나는 지식 전달 위주의 강의식 수업 방식을 따르고 있었다. I-R-E 연속체를 살펴본 결과, 교사가 질문하고 교사가 답을 이야기하는 $I_T-R_T$ 구조가 자주 나타났으며, 학생의 참여가 거의 없는 독백적 수업이었다. 본 연구 결과를 통해 교사는 학생들이 담화에 참여할 수 있는 통계적 맥락을 형성하여 담화 학습 공동체를 만들고 메타과정적 유도행위를 통한 논증적 담화를 유도해야 함을 알 수 있었다.

Keywords

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