Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

Korean Society of Mathematical Education (한국수학교육학회)
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The Establishment of the scaffolding type and the execution on experimental instruction

비계설정 유형 선정 및 이에 근거한 수업 실행과 분석

  • Received : 2018.10.07
  • Accepted : 2018.11.04
  • Published : 2018.11.30
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Abstract

This paper is based on the effects of Zone of Proximal Development and scaffolding theory of social constructivist, Russian psychologist Vygotsky. He insisted that a social interaction play a fundamental role in the development of cognition. This study is to examine the efficient of the scaffolding types in Math class. The ZPD is the distance between a student's ability to perform a task under adult guidances or with peer collaboration and the student's ability solving the problem independently. To conduct the research was grouped into an experimental first grader five students in H high school in Y county. After class, students were questioned through Semi-structured interviews. The results of this study are below. First, Students were satisfied with the class mixed micro-scaffolding types and Macro-scaffolding types and improved their math thinking ability and the ways of solving problems. Second, The results of the class showed that students' ability to perform a task was transferred to the higher level through the help of a teacher or peers. Students could have more time to listen to peers' opinions and to say their own thoughts freely than they were under the lecture method instruction. Third, Students were interested in math through the experimental class. That's because the appropriate help of the scaffolding type, a cooperate study, relative with real life, using an engineering tools. They made a change of perception.

ygotsky(1978)에 따르면, 근접발달영역 이론은 학습자가 독립적으로 문제를 해결할 수 없으나 도움을 받으면 해결할 수 있는 범위, 즉 근접발달영역 내에서의 사회적 상호 작용을 통해 실제적 발달 수준에서 잠재적 발달 수준으로의 발달이 일어나는 효과적인 학습이 가능함을 주장하였다. 근접발달영역 내에서 이루어지는 이러한 도움과 지원체제는 Vygotsky의 '도움주기'라는 활동으로 시작해 이를 기초로 여러 학자들에 의해 확장되어 '비계설정'이라는 개념으로 발전하였으며, 이때 비계설정은 교사나 부모, 좀 더 유능한 또래가 안내나 도움을 제공해 학습에 도움을 주어 인지발달을 돕는 발판의 역할을 하도록 하는 체계를 의미한다. 이에 본 연구에서는 교사와 학생 간의 상호작용 중 도움을 적절히 조절하며 제공하는 근접발달영역 이론과 비계설정 이론을 근거로 효율적인 수업 실행에 적합한 비계 설정 유형을 마련하고, 이를 반영한 교수 학습 과정 및 지도안을 구안하고자 하였다. 이를 바탕으로 수업을 진행한 후 면담을 통해 기존 수업과의 차이를 탐색하여 분석하고자 하였다. 이를 위하여 전남 Y군에 소재한 H고등학교 1학년 남학생 5명을 대상으로 3차시의 수업을 실시하고, 3차시 수업 후에 반 구조화된 면담을 개인별로 실시하였다.

Keywords

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[그림 IV-1] 공학적 도구(휴대전화)를 활용한 역함수 구하기

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[그림 IV-2] 협력학습 문제지 해결과정

<표 II-1> 학자별 비계설정 유형의 의미

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<표 III-1> 근접발달영역과 관련된 선행연구의 내용 구분

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<표 III-2> 연구자별 비계설정 유형

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<표 III-3> 본 연구에서 마련한 비계설정 유형

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<표 III-4> 비계설정 유형 및 이에 근거한 교수․학습 과정

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<표 III-5> 각 차시별 수업 내용 및 활동

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<표 III-6> 본 연구에서 면담 내용 구성

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<표 IV-1> 함수의 정의에 대한 학생들의 생각

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