자기효능감 증진을 위한 교육연극 수업모델 개발연구 - 초등학교 6학년을 중심으로 -

Abstract

본 연구는 초등학교 6학년 학생의 자기효능감을 증진시킬 수 있는 교육연극 프로그램을 개발해 적용해 보고, 문제점을 수정하여 보다 나은 수업모델을 제시하는 것을 목적으로 하였다. 본 연구자가 개발한 ‘나를 찾아 떠나는 여행’은 기존의 자기효능감 프로그램의 내용을 참고하여 주제를 설정하였으나 내용을 재구성 하였으며 연극놀이, 토론연극 형식의 내용에 과정 드라마 내용을 추가하여 10차시로 구성하였다. 프로그램은 서울의 모 초등학교 6학년 학생들에게 적용해 보았으며 프로그램 적용 전과 적용 후에 자기효능감 검사지를 통해 학생들의 자기효능감이 향상되었는지 양적으로 비교분석해 보았다. 더불어 매 차시마다 학생들이 쓴 생각정리노트와 활동 결과물, 교사의 수업일지와 관찰평가를 토대로 질적 결과를 분석하였다. 본 연구를 토대로 도출한 결과를 정리하면 다음과 같다.

첫째, 초등학교 6학년을 대상으로 자기효능감 증진을 위한 교육연극 프 로그램을 적용한 후 사전․사후 설문지 각각의 문항과 전체 점수를 대응표본 검정한 결과 모두 실험처치가 유의미하다는 것을 보여 주었다. 둘째, 학생들은 교육연극 프로그램을 통해 자신에 대해 더 많이 알게 되었다. 셋째, 학생들은 교육연극 프로그램을 통해 어려움을 극복해 낼 힘을 길 렀다. 넷째, 학생들은 교육연극 프로그램을 통해 자신의 꿈이 무엇인지 생각 해보고, 그것을 실현하기 위한 노력을 시작하였다. 다섯째, 학생들은 교육연극 프로그램을 통해 자신의 능력을 신뢰하고, 무엇이든 할 수 있다는 자신감을 얻었다. 여섯째, 교육연극 프로그램은 학생들의 학습의욕을 고취시켰다. 일곱째, 교육연극 프로그램은 학생들이 상상력을 키울 수 있게 하였다. 여덟째, 교육연극 프로그램은 학생들이 표현력을 키울 수 있게 하였다. 아홉째, 교육연극 프로그램은 사고의 다양성을 인지하게 하였다. 열 번째, 교육연극 프로그램은 학생들의 친구들에 대해 알고, 그들과 가까워지는 기회를 제공하였다.

자기효능감 증진을 위한 교육연극 프로그램은 초등학교 6학년 학생들이 자신에 대해 알고, 자신의 능력을 믿음으로써 자신감을 가지게 하였으며 진취적이며 미래지향적인 태도를 지니게 하였다, 교육연극 프로그램은 학생들의 자기효능감 뿐만 아니라 그 외 여러 방면으로 학생들에게 긍정적인 영향을 미친다는 것을 알 수 있었기에 본 연구가 시사하는 바가 크다고 하겠다.| This study finds its purpose on developing an educational play program that enhances perceived self-efficacy of 6th graders, then implementing it, and improving on drawbacks in order to propose a better learning model. ‘The journey of finding oneself’ was created by the researcher and the theme was decided based on previous perceived self-efficacy programs. The content of program was reconstructed in a way that ‘Process Drama’ was supplemented to Creative Drama and Forum Theater, making up to the total of 10 sessions. The program was implemented to 6th graders in an elementary school in Seoul, followed by a quantitative comparison analysis on level of improvement of students’ perceived self-efficacy with perceived self-efficacy test data before and after the program. Also, a qualitative analysis was done based on the thought notes written by the students in every sessions, activity results, teaching journals, and observation of the teacher. The result from the study is as follows: First, from implementing the perceived self-efficacy improvement educational play program for 6th graders and conducting paired test on questions and total scores of pre/post test, the result showed that all of the experimental activities do have meaningful influence on perceived self-efficacy. Second, the students were able to find out more about themselves through the educational play program. Third, the students have developed strength to overcome a difficulty through the educational play program. Fourth, through the educational play program, the students have contemplated their dreams and began making an effort to fulfill them. Fifth, through the educational play program, the students started to believe in their capability and gained confidence that they could achieve whatever they wish to. Sixth, the educational play program inspired students’ learning desire. Seventh, the educational play program enabled the students to develop their imagination. Eighth, the educational play program enabled the students to develop their expressing power Ninth, the educational play program helped recognizing the diversity of thinking. Tenth, the educational play program has provided opportunities to get to know one’s friends and become close with them.

The educational play program for perceived self-efficacy improvement helped the 6th graders to find out more about themselves, believe in their capability, and thus, gain confidence. It also instilled enterprising, future-oriented mindset. Therefore, this study can be regarded very thought-provoking and suggestive since it showed that the educational play program had many positive effects on students, not only on their perceived self-efficacy but on many other areas.; This study finds its purpose on developing an educational play program that enhances perceived self-efficacy of 6th graders, then implementing it, and improving on drawbacks in order to propose a better learning model. ‘The journey of finding oneself’ was created by the researcher and the theme was decided based on previous perceived self-efficacy programs. The content of program was reconstructed in a way that ‘Process Drama’ was supplemented to Creative Drama and Forum Theater, making up to the total of 10 sessions. The program was implemented to 6th graders in an elementary school in Seoul, followed by a quantitative comparison analysis on level of improvement of students’ perceived self-efficacy with perceived self-efficacy test data before and after the program. Also, a qualitative analysis was done based on the thought notes written by the students in every sessions, activity results, teaching journals, and observation of the teacher. The result from the study is as follows: First, from implementing the perceived self-efficacy improvement educational play program for 6th graders and conducting paired test on questions and total scores of pre/post test, the result showed that all of the experimental activities do have meaningful influence on perceived self-efficacy. Second, the students were able to find out more about themselves through the educational play program. Third, the students have developed strength to overcome a difficulty through the educational play program. Fourth, through the educational play program, the students have contemplated their dreams and began making an effort to fulfill them. Fifth, through the educational play program, the students started to believe in their capability and gained confidence that they could achieve whatever they wish to. Sixth, the educational play program inspired students’ learning desire. Seventh, the educational play program enabled the students to develop their imagination. Eighth, the educational play program enabled the students to develop their expressing power Ninth, the educational play program helped recognizing the diversity of thinking. Tenth, the educational play program has provided opportunities to get to know one’s friends and become close with them.

The educational play program for perceived self-efficacy improvement helped the 6th graders to find out more about themselves, believe in their capability, and thus, gain confidence. It also instilled enterprising, future-oriented mindset. Therefore, this study can be regarded very thought-provoking and suggestive since it showed that the educational play program had many positive effects on students, not only on their perceived self-efficacy but on many other areas.