효율적인 학급경영을 위한 초등학생의 학급 인터넷 커뮤니티 참여유형 및 상호작용에 관한 사례연구

서지정보

ㆍ발행기관 : 이화여자대학교 교과교육연구소 ㆍ수록지정보 : 교과교육학연구 / 10권 / 2호
ㆍ저자명 : 김정효, 윤영화

목차

I. 서 론
II. 이론적 배경
III. 연구 방법
IV. 연구 결과
V. 결론 및 제언
참고문헌

한국어 초록

본 연구는 초등학교에서 이루어지는 학급경영을 위한 인터넷커뮤니티의 성격을 밝히기 위한 질적 사
례연구이다. 이를 위해 초등학생의 학급 인터넷 커뮤니티에서의 상호작용유형은 어떠하며, 참여유형은
어떠한지에 대해 알아보았다.
본 연구는 이러한 연구목적을 달성하기 위하여 서울시 강서교육청 산하에 있는 무지개 초등학교(가
명) 6학년 2반의 학급 인터넷 커뮤니티를 2005년 3월부터 11월까지 9개월간 관찰하였다. 연구방법은 질
적인 접근에 의한 교육적 문화기술법(educational ethnography)으로서 관찰, 교사저널, 심층면담, 이메
일, 게시판 및 자료실 글 관찰 등의 방법을 이용하여 자료를 수집하였다. 이와 같이 수집된 자료는 개별
사례기록 후 항시 비교법에 의하여 분석되었다.
연구결과 학급인터넷 커뮤니티의 학생간상호작용, 교사와 학생간 상호작용유형의 특징이 어떠한지
와 ‘적극적 전문가형’ ‘이중생활형’ ‘선택적 참여형’ ‘격려형’ ‘비판형’ ‘치유형’ 등 6가지의 참여유형이 밝
혀졌다.

영어 초록

This study was conducted in order to understand elementary students' internet community
participation types. In order to do that, diverse factors that affect such patterns need to be
examined, which is possible through the analysis of interactions between students, students and
teachers, and students and environment.
For this study, close observation was conducted for 8 month period from March 2, 2005 to
October 31, 2005 on internet communities organized by students in a 6th grader class in
Rainbow Elementary school. As a methodology, the educational ethnography, a qualitative
researches based approach, was employed.
From elementary students' interactions with other students, teachers, and internet
environment, findings could be drawn as followings in terms of internet community activities.
First, positive interactions among students are seen such as raising interests in each other,
consulting with others, cooperation, and participation. Negative interactions are also detected
such as criticizing, invasion of privacy, and spying-on. Second, in the interactions between
students and teachers, students recognize teachers' activities as positive when they organize
and operate communities in a way that chances are given fair to every student for participation
and when they create atmosphere that is encouraging and inspiring students. On the other
hand, if teachers praise some students preferentially or reply their postings selectively, students
regard it as favoritism and think negative about it. Third, the internet access environment,
amount of time allowed for computer usage, and parents understanding on the internet also
affect students'participation in classroom internet communities. If parents are generous to
children's internet usage and provide goodphysical environment for internet access, students
are able to comfortably log in communities and post their candid opinions.
To summarize, based on the research on elementary school students' internet community
participating patterns and interactions with their environment, this study searches teaching
directions and find suggestions for succeeding studies and their methodology.

참고 자료

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