모든 학생의 기초학력을 보장하는 국가 교육책임제를 위한 「기초학력 보장법」과 「기초학력 보장법 시행령」이 제정되면서 교과 학습부진학생의 학습 지원을위한 맞춤형 교수학습 방안에 대한 관심이 높아지고 있다. 본 연구의 목적은 영어학습에 어려움을 겪고 있으며 정규 영어 수업을 따라가기 거의 불가능한 학습부진학생의 교수학습 실태와 요구를 분석하고 이를 바탕으로 지원 방안을 제안하는 것이다.
실태와 요구 조사는 영어 학습에 어려움을 느낀 시기와 원인, 적극적으로 참여한 수업방식, 도움이 되는 학습방식, 영어 학습에 대한 태도 등에 대하여 학생과 교사 대상설문조사와 심층면담, 수업관찰을 통해 이루어졌다. 수집된 자료 분석 결과를 토대로초⋅중⋅고등학교급 간 연계된 단위 학교 교육과정 편성 및 운영, 기초 영어 학습에도움이 되는 교과목 편성⋅운영, 부진 학생 중심의 영어 수업, 원어민 또는 보조교사를활용한 즉각적 학습 지원, 시청각 자료나 멀티미디어를 활용한 반복 학습 지원, 영어에대한 외재적 가치를 활용한 학습 동기 및 흥미 유발 지원 방안을 제안한다.
This research aims to propose educational policies and strategies to support low achievers in English subject at general high schools. Data was gathered from student and teacher questionnaires, interviews, and classroom observations to identify issues and support areas. The triangulated analysis of the collated data reveals that the causes of low achievement in learning English are frustration and giving up, a lack of educational support customized to individual student's needs, no effective study skills, a negative learning experience, and a gap between the curriculum and students' needs. Potentials for improvement in English include developing a strong external motivation to learn, helping students cope with difficulties, promoting shared growth through learning in cooperation, self-reflection on current study skills and efforts to change, and providing sustainable support. Support strategies are proposed in areas of perceptions about low achievers, basic standards in curriculum, a liaison system to support low achievers to set up the management system to prevent subject learning deficits at primary and middle schools, introducing subject learning counselors to schools, implementing programs to reinforce study skills, and to support low achievers in a liaison with comprehensive study clinic centers.
This research aims to propose educational policies and strategies to support low achievers in English subject at general high schools. Data was gathered from student and teacher questionnaires, interviews, and classroom observations to identify issues and support areas. The triangulated analysis of the collated data reveals that the causes of low achievement in learning English are frustration and giving up, a lack of educational support customized to individual student's needs, no effective study skills, a negative learning experience, and a gap between the curriculum and students' needs. Potentials for improvement in English include developing a strong external motivation to learn, helping students cope with difficulties, promoting shared growth through learning in cooperation, self-reflection on current study skills and efforts to change, and providing sustainable support. Support strategies are proposed in areas of perceptions about low achievers, basic standards in curriculum, a liaison system to support low achievers to set up the management system to prevent subject learning deficits at primary and middle schools, introducing subject learning counselors to schools, implementing programs to reinforce study skills, and to support low achievers in a liaison with comprehensive study clinic centers.