[코로나19와 싸운 1년] ② Blanks left by remote classes
Even if school attendance is increased, remote parallelism is inevitable
‘Irresponsible education’ to fill only attendance
‘Variation in practice’ by teachers and schools
Can’t bridge the gap without fundamental change
A non-face-to-face graduation ceremony held at an elementary school in Seoul on the 13th. Photo Sharing Foundation
The Ministry of Education intends to use distance classes introduced due to Corona 19 as an opportunity to transform into’future education’. If new tools such as distance classes are added to the existing school classes, it is possible to provide customized education for individual learners. Even if Corona 19 is over,’Blended’ education, which combines distance classes and school classes, is expected to take place in connection with other policies such as the full implementation of the high school credit system. In fact, some teachers have discovered the advantages of distance classes and used them one by one. Even if a real-time lecture is given, recordings are made so that students can’review’, or records left as data from remote classes are used in the records of school life records. Some teachers say that individual feedback to students is better than before. Kim Woong Shin, a high school teacher, said, “It is a technology that already exists, but it would not have been possible if it was not for Corona 19.” Nevertheless, as concerns over the decline in education are high, there is a high voice that the attendance classes should be increased. As a result of the evaluation conducted for the first time after commencement of class, there are concerns that the average score was only 70% of the previous year, or that the distribution of middle-ranked students has decreased significantly. A teacher at an elementary school in Seoul said, “There is a clear trend in that the overall achievement decreases when only remote classes are taken, and the achievement rises when classes are taken to school.” In this regard, the education world ranks as the most urgent task, regardless of the activation of distance classes, to increase the number of classes at school. There is also a great demand to create an environment where quarantine is possible, even if all students are in school. However, it is pointed out that more active improvement is needed as problems of the existing education system are accumulated. “If there is no fundamental change, the level of gaps and inequality will only return to pre-Corona 19,” said Sung Yeol-gwan, a professor at Kyung Hee University. He pointed out that it is necessary to solve the structural problem of “leading classes mainly for students who do well.” In particular, he said, “under the current situation, it is imperative to intensively manage students who do not meet the achievement standards by calling them separately to school and giving them one-on-one guidance.” Lee Chan-seung, the representative of those who change education, pointed out the absence of’responsible education’ as a structural problem. Although remote classes were introduced due to Corona 19, “there was no change in’irresponsible education’, which gives graduation qualifications just by filling in the number of attendance days, so it was only’blindfolded’.” The problem of varying the quality of classes depending on the teacher also became more serious after distance classes. This is because some teachers only “link” to EBS content, while others create content and provide real-time interactive lessons. As a result, the difference between schools and teachers widened even more. Professor Seong-Chun Kim (Education Policy Department) of the Korea National University of Education said, “The key to the transformation of future education is to cultivate the capacity of the school itself, such as revitalizing the learning community of teachers inside the school, and the Office of Education more actively intervening to lead to’upward equalization’.” All. By Choi Won-hyung, staff reporter [email protected]