고등학교 통합교과형 논술교육의 활성화 방안 탐색

Abstract

Abstract The purpose of this study was to search measures to promote integrated-subject essay education in high school by analyzing differences between teachers and students in perceptions on integrated-subject essay. The outcomes about teachers’ and students’ perceptions on integrated-subject essay education were as follows. First, integrated-subject essay education was activated more in general high schools than in special high school and meister school, and participation ratio of Korean and science teachers was higher in teaching essay than other subject teachers. And integrated-subject essay education was carried out in order that special and general high schools aimed at preparing for going to university and meister school for employment and going to college. Second, teachers appreciated that integrated-subject essay education helped students improve creative thinking, logical expressiveness, project and making portfolio. General high school students, first graders, and second graders appreciates the necessity integrated-subject essay education deeper than special high school and meister school students, third graders, and third graders, respectively. Third, both teachers and students appreciated that content knowledge of subjects and subject-related background knowledge were important in contents of class and guidance. Girl students had a perception that they needed integrated-subject essay education more than boy students. Fourth, most of teachers preferred team teaching and project learning as teaching method of integrated-subject essay. Fifth, teachers and students appreciated that integrated-subject essay education improved expressiveness, understanding and analytical skills, creativity and argument ability. Based upon teachers’ and students’ perception, literature research and interview on integrated-subject essay education, measures to promote integrated-subject essay education in high school as follows. First, focused on realities of integrated-subject essay education, it is desirable that integrated-subject essay start from the first grade. If integrated-subject essay education not preparing for college entrance examination but providing whole-person education is executed, it will contribute to normalizing public education. Second, focused on objectives of integrated-subject essay education, it is desirable that integrated-subject essay education and assessment be executed to meet students’ demand. Program development for girl student friendly essay, customized employment preparation essay for meister high school students, eye-level essay to meet students’ demand and school characteristic is required. Third, focused on contents of integrated-subject essay education, if high school teachers participate in essay examination questions and marking exams and essay examination questions is set within range of high school curriculum, it will contribute to normalizing public education. Fourth, focused on methods of integrated-subject essay education, teachers have to reconsider active perceptions to take a specialized essay training and to reduce a heavy workload to teachers, to develop guide book for integrated-subject essay education, to consult integrated-subject essay class, to develop specialized essay training program liking universities, to construct a specialized classroom for team teaching and debate class, to reduce students per class etc. are required. Fifth, focused on effects of integrated-subject essay education, it is desirable that integrated-subject essay education be executed for all students and in all subjects. it is thought that integrated-subject essay education improve self-directed ability, creative thinking and logical expressiveness of students. From now, I hope that follow-up studies are to do studies on realistic integrated-subject essay teaching program, and development and application of customized integrated-subject essay program for special high schools and meister schools.