시각장애학교 미술교과 수업의 실제

서지정보

ㆍ발행기관 : 한국시각장애교육재활학회 ㆍ수록지정보 : 시각장애연구 / 19권 / 2호
ㆍ저자명 : 이상훈, 김영린

목차

Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과 및 논의
Ⅳ. 요약 및 결론
참 고 문 헌

한국어 초록

본 연구는 우리나라 12개 시각장애 특수학교를 대상으로 미술교과 수업과 관련된 수업환경과 수업방법에 대해 조사하였고 연구의 결과와 논의를 통해 다음과 같은 결론을 내릴 수 있다.
첫째, 시각장애학교 미술교과의 수업환경을 살펴보면, 대부분의 학교에서 미적체험과 표현, 감상의 영역별, 초․중․고 과정별로 균형 있게 수업시수를 배정하고 있으며, 수업시 학생의 장애 특성을 고려한 수업계획서를 작성하고 수업 후 학생들의 의견을 조사하여 차후 수업계획 및 수업방법의 개선에 활용하고 있다.
둘째, 수업방법의 측면에서 살펴보면, 수업활동형태는 과정별, 영역별 수업내용에 따라 관찰중심, 개별지도, 교사중심의 일제지도 등 다양한 방법을 적용하고 있으며 대부분의 학교에서 전맹이나 중복장애 등 학생의 장애정도와 특성을 고려하여 개별적으로 지도하고 있다.

영어 초록

The purpose of this study was to examine how art instruction was provided in school for the visually impaired. The subjects were art teachers from 12 schools for the visually impaired. A survey and individual interview were conducted to find out instructional setting and methods for each area of art curriculum, including aesthetic experience, expression, appreciation, and for each of primary, middle and high school courses.
The findings of this study were as below: firstly, regarding teaching environment, a vast majority of the art teachers investigated spent most time dealing with the expression area in which students made or decorated things by using tactile sense. They prepared lesson plans to be appropriate for individual traits and disability levels of students who had blind or multiple disabilities. After art classes, they gathered opinions from students, and utilize them to improve teaching plans and methods. In some cases, computer was utilized for teaching aid, however, teaching materials available for art instruction for students who have visual impairment are still limited.
Secondly, as for teaching method, art teachers preferred observation learning in the aesthetic experience area, and provided individual guidance in the expression area. In the appreciation area, teacher-centered simultaneous teaching was prevailing. And they chose teaching methods suitable for the characteristics of each course and school.
Most of the teachers viewed field study as effective for aesthetic experience, and considered individual guidance appropriate for the expression field. And theme-based small-group guidance was regarded as effective for the appreciation area. Also, they are basically favored field study in the aesthetic-experience area to have student feel beauty, but discussion-centered teaching method was utilized instead, as students who had visual impairment found it difficult to move.
The expression area was mostly taught individually, and in drawing class, the teachers placed more stock in drawing process rather than in finished work. The concept of color was instructed in the context of everyday life, and carving and modelling was widely dealt with.

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