본 연구는 기본교육과정 국어과 운영실태 및 지도전략 그리고 구성체제에 관한 특수교사의 인식을 파악하여 발달장애학생을 위한 효율적인 국어과 지도전략과 방법을 모색함으로써 구체적인 지도 프로그램 개발을 위한 기초자료를 제공함과 동시에 향후 기본교육과정 국어과 개정의 방향성을 제안하는 것을 목적으로 하였다. 이상의 목적을 달성하기 위하여 전국단위 특수학교 및 특수학급에 재직하고 있는 특수교사(N=254)를 대상으로 설문지법을 통해 조사하고 분석하여 다음과 같은 결과를 얻을 수 있었다.
교사는 주당 5~6시간씩 2~3명의 학생을 기본교육과정 국어과를 통해 지도하고 있었고 이들 학생은 본인의 생각을 말과 글로 표현하기에서 많은 어려움을 가지고 있었다. 또한 교사들은 영역별 지도에 있어 쓰기, 읽기, 말하기, 듣기의 순으로 어려움을 가지고 있었으며, 학생의 학습양식이나 참여정도보다는 관심과 흥미, 실생활 필요성에 더 중요성을 두고, 듣기 영역은 주로 멀티미디어영상매체를, 말하기는 실제언어사용현장에서, 읽기와 쓰기는 인쇄매체를 통해 주로 1대 1의 개별학습을 통해 지도하고 있었다, 또한 듣기와 말하기를 먼저 지도한 후 읽기와 쓰기를 지도하는 방법을 많이 사용하였는데, 학습 목표는 주로 연역적 방법으로 제시하고 있었으며, 다양한 이야기를 활용하여 학습과제를 지도하되 시각적인 단서를 많이 사용하고 있었다. 한편, 기본교육과정 국어과 구성체제에 대한 인식차이에서 교육경력 11년 이상의 중·고등 특수학급 교사의 인식이 다소 긍정적이었으며, 국어과 관련 연수 경험이 있는 교사보다는 연수경험이 없는 교사가 기본교육과정 국어과 구성체제에 대해 보다 긍정적으로 인식하고 있었다.
이상의 결과에 비추어 볼 때, 기본교육과정 국어과는 주 대상인 중도의 지적장애를 가진 개별학생들의 장애특성, 학습양식, 욕구 등을 충족시킬 수 있는 학습자 중심의 교육과정을 실현함과 동시에 표준화된 교육과정 및 교과서라는 체제에 쉽게 접근할 수 있도록 객관주의적 패러다임에 기초한 인지처리양식이론을 바탕으로 국어과 교수-학습전략 및 방법을 구상하고 실제적인 지도 프로그램을 개발함으로써, 발달장애학생들의 보다 효과적인 국어과 지도를 위한 방안을 마련할 수 있을 것이며 현행의 기본교육과정 국어과의 문제점을 보완하고 개선할 수 있는 시사점을 제공받을 수 있을 것이다.
The purpose of this study is to propose fundamental data for developing a concrete instructional program and future direction for Korean of basic curriculum in the special education, understanding recognition of special education teachers about operational condition, teaching strategy, and constructional system on the basic curriculum of special education, and seeking effective instructional strategies and methods of Korean for students with developmental disabilities. To do this, 254 special education teachers in nationwide special schools as well as special classes were involved, conducting a survey. The results of this study are followed. First, the teachers had taught Korean of basic curriculum in the special education to 2-3 students for 5-6 hours per week and the students had difficulty to express their thoughts verbally and in writing. The teachers felt hard to teach in writing, reading, speaking, and listening respectively. They put value on interest, attention, and practical necessity rather than learning style and the degree of participation. Through multimedia image in listening, actual language uses in speaking, and print media in writing and reading, the students were taught one by one. In addition, teaching of listening and speaking proceeded teaching of writing and reading. The goal of their study was to present in deductive method, and the teachers had guided the contents of their studying using various stories, but mainly visual clues. Second, in terms of the differences on recognition of Korean of basic curriculum in the special education, special education teachers in junior-high/high school, who have taught over 11 years, were somewhat positive. Especially, in terms of practical training experiences on Korean of basic curriculum in the special education, those who had the experiences recognized more positive than those who had no the experiences. Korean of basic curriculum in the special education may actualize learner- centered curriculum to fulfill learning style and desire of individualized students with severe intellectual disabilities. At the same time, to easily approach a system which is standardized curriculum and textbook, teaching and learning strategies and methods in Korean of basic curriculum in the special education should be constructed and practical teaching program should be developed by theory of cognitive processing style based on subjective paradigm. Consequently, more effective teaching methods in Korean of basic curriculum in the special education should be provided, and then they will make up for and improve current problems in Korean of basic curriculum in the special education.
The purpose of this study is to propose fundamental data for developing a concrete instructional program and future direction for Korean of basic curriculum in the special education, understanding recognition of special education teachers about operational condition, teaching strategy, and constructional system on the basic curriculum of special education, and seeking effective instructional strategies and methods of Korean for students with developmental disabilities. To do this, 254 special education teachers in nationwide special schools as well as special classes were involved, conducting a survey. The results of this study are followed. First, the teachers had taught Korean of basic curriculum in the special education to 2-3 students for 5-6 hours per week and the students had difficulty to express their thoughts verbally and in writing. The teachers felt hard to teach in writing, reading, speaking, and listening respectively. They put value on interest, attention, and practical necessity rather than learning style and the degree of participation. Through multimedia image in listening, actual language uses in speaking, and print media in writing and reading, the students were taught one by one. In addition, teaching of listening and speaking proceeded teaching of writing and reading. The goal of their study was to present in deductive method, and the teachers had guided the contents of their studying using various stories, but mainly visual clues. Second, in terms of the differences on recognition of Korean of basic curriculum in the special education, special education teachers in junior-high/high school, who have taught over 11 years, were somewhat positive. Especially, in terms of practical training experiences on Korean of basic curriculum in the special education, those who had the experiences recognized more positive than those who had no the experiences. Korean of basic curriculum in the special education may actualize learner- centered curriculum to fulfill learning style and desire of individualized students with severe intellectual disabilities. At the same time, to easily approach a system which is standardized curriculum and textbook, teaching and learning strategies and methods in Korean of basic curriculum in the special education should be constructed and practical teaching program should be developed by theory of cognitive processing style based on subjective paradigm. Consequently, more effective teaching methods in Korean of basic curriculum in the special education should be provided, and then they will make up for and improve current problems in Korean of basic curriculum in the special education.
