통합 교육과 통합 STEM 교육에 대한 초등교사의 인식

이효녕,오영재,권혁수,박경숙,한인기,정현일,이성수,오희진,남정철,손동일,서보현,안혜령 한국교원대학교 교육연구원 2011 敎員敎育 Vol.27 No.4

The purpose of this study was to investigate elementary school teachers' perceptions about integrated instruction and integrative STEM education and to draw recommendations for introducing integrative STEM education. To accomplish this purpose, this study investigated 216 elementary school in-service teachers in Daegu-city and Kyungbuk province. The results are as follows: First, the integrative instruction among subjects in elementary school had not been implemented well because of their burden for the integrative instruction and insufficient research with respect to the relevant integrations among school subjects. Second, the elementary school teachers presented positive perception toward integrative instruction because it can help students apply concept or ability to real-life situations and increase students' creative thinking. They also recognized the need to extend the idea of integrative instruction in their classrooms. Third, the elementary school teachers have utilized only certain types of integrative instruction and were not sufficient in their competency to apply relevant integrative instruction models. Fourth, elementary school teachers were not fully aware of integrative STEM education, but have perceived positively about the need. Fifth, elementary school teachers presented perceived reasons for implementing integrative STEM education: Increasing students' creativity and thinking skills and cultivating application skills in real life. Sixth, elementary school teachers perceived that educational programs' development and distribution were firstly needed for introducing integrative STEM instruction and their understanding toward integrative STEM instruction was significantly needed. Seventh, elementary school teachers had consented the integrative STEM education programs based on science subject because that could be applied to various subjects. Eighth, elementary school teachers had perceived that integrative STEM education programs should be developed with several concentrations to promote creative thinking and problem-solving, learning interest for STEM-related subjects, and relevance with real life. Finally, Elementary school teachers had expected positive impact on developing human resource in the fields of science and technology through integrative STEM education. 이 연구의 목적은 초등학교에서 이루어지고 있는 통합 수업과 통합 STEM 교육에 대한 초등학교 교사들의 인식을 조사하여 통합 STEM 교육을 도입하기 위한 시사점을 도출하는 데 있다. 이를 위해 대구와 경북 지역에 근무하고 있는 216명의 교사들을 대상으로 설문지를 제작하여 조사를 실시하였으며 결과는 다음과 같다. 첫째, 초등학교에서는 교과 간 통합 수업이 잘 이루어지지 않고 있었으며, 그 원인은 통합 수업 준비에 대한 부담, 교과 간 관련성에 대한 연구 부족 순으로 나타났다. 둘째, 초등 교사들은 통합 수업에 대하여 개념이나 기능의 전이가 용이하기 때문에, 창의적인 사고력과 실생활에서의 적용력을 기를 수 있기 때문에 등의 이유로 긍정적으로 생각하고 있는 것으로 나타났으며, 통합 수업 비중 확대가 필요하다고 하였다. 셋째, 초등 교사들은 교과 간 다양한 통합 수업의 유형에 대해서는 일부 유형만을 주로 사용하는 것으로 나타나 통합 수업 유형을 자유롭게 적용할 수 있는 능력을 갖추지 못한 것으로 분석되었다. 넷째, 통합 STEM 교육에 대하여 초등 교사들은 잘 모르고 있으나 필요성에 대해서는 긍정적으로 생각하는 것으로 나타났다. 다섯째, 초등 교사 들은 통합 STEM 교육이 필요한 이유에 대하여 창의력과 사고력 배양에 도움이 되기 때문에, 실생활에서의 적용력을 기를 수 있기 때문에 순으로 생각하는 것으로 나타나 통합 수업에 대한 생각과 일치하였다. 여섯째, 초등 교사들은 통합 STEM 교육을 도입하기 위해서는 통합 STEM 교육 프로그램의 개발 및 보급과 통합 STEM 교육에 대한 교사의 이해가 가장 필요하다고 생각하였다. 일곱째, 초등 교사들은 통합 STEM 교육 프로그램은 과학 교과를 중심으로 구성하는 것에 찬성하는 비중이 가장 높았고 그 이유는 다양한 분야에 응용할 수 있기 때문이라고 하였다. 여덟째, 초등 교사들은 통합 STEM 교육 프로그램은 창의적인 사고력 및 문제해결력 증진, STEM 관련 교과에 대한 학습 흥미 증진, 실생활과의 관련성의 순으로 중점을 두어 개발해야 한다고 생각하였다. 마지막으로 초등 교사들은 통합 STEM 교육이 과학기술 분야 인재양성에 긍정적인 영향을 줄 것으로 기대하였다.

Analysis and Suggestions on CRISIS Education in South KOREAN Elementary School

Choi Seong-kon J-INSTITUTE 2017 International Journal of Crisis & Safety Vol.2 No.1

An elementary school is a place where a group of youths with lively physical activities are active and are always exposed to the risks of accident, therefore, it is required for the elementary school students who are lacking in the ability, knowledge and judgment in crisis responses to have crisis education. The crisis situation for South Korean children and adolescents is very high among OECD countries with an average of 25.6 deaths in children and adolescents in the past between 1991 and 1995. From 2009 to 2010, the mortality rate of per 100,000 children and adolescents was 9.7 persons (traffic accident), 7.1 persons (murder), 5.1 persons (suicide), 1.8 persons (drowning), 1.7 persons (falls), 0.5 persons (fire accident), and 0.1 persons (poisoning accidents). Crisis Education in South Korean Elementary School is supporting disaster control, life safety, traffic safety, violence and personal safety, drug and harmful material safety, internet addiction and first aid in relation to safety related matters by greatly increasing the safety budget in 2016. However, the safety education conducted at South Korean elementary schools is often insufficient for students to make them cope with and overcome crises. Even if elementary schools have to carry out every year over 44 hours of safety education such as six hours of disaster preparedness education, missing and abducted person prevention and traffic safety, they are replaced with only 2 ~ 6 hours of disaster training for the reason that there is no specific guidance. As a result of the ‘Survey on Children’s Safety Education’ conducted from October to November last year by the Ministry of Education and the Ministry of Security Administration and so on in terms of 21,540 teachers from nationwide kindergartens and elementary schools, 12.9% of elementary school teachers and 30,6% of kindergartens teachers observed the mandatory time for safety education, however, most of them have been replaced by audiovisual materials, and only 18.1% of elementary school teachers and 28.1% of kinder-garten teachers had participatory education. The participatory method for the safety education for elementary school students, based on the assumption of an actual emergency situation, was more effective, however, most of delivering methods were to render the relevant content as lectures. Therefore, the crisis education for elementary school in South Korea needs to be systematically developed as follows. 1) It is necessary to conduct participatory education on the contents and the method of crisis education at schools. 2) It is necessary to expand the professional workforce in charge of crisis education at schools. 3) It is necessary to learn crisis education by experience in order to act it out in case of a crisis by implementing crisis education periodically by systemizing it according to the levels of students. 4) It is necessary to provide various crisis response experience sites. Therefore, this study aimed to be helpful in keeping oneself from dangers by learning personal methods of crisis management response and ability by the opening of crisis education curriculum so that students may un-derstand proper crisis management and learn proper responsibility through the curriculum of South Korean ele-mentary school.

초등학교 텃밭 가꾸기 교사 연수의 방향성 탐색

이보람,김기대 부산대학교 과학교육연구소 2020 교사교육연구 Vol.59 No.2

The purpose of this study was to examine the orientation of gardening training for elementary school teachers, focusing on biodiversity, and how to activate the diversity of gardening with native plants in the school garden. There were a total of nine participants in the study, including high-career teachers with experience in training, young teachers with less than five years of appointment, and elementary school teachers majoring in environmental education with the data being collected through interviews and analysis of existing research. The results of the study were as follows:First, the current status of training courses related to garden for elementary school teachers and the need for training accordingly. Biodiversity training for elementary school teachers was rare even after environment education training. Gardening was included as a small portion of this training with the main focus being on gardening skills. Since the elementary school curriculum must distributed basic knowledge and concepts about biodiversity throughout many subjects, it is difficult to emphasize biodiversity without teacher intention and professional knowledge, therefore, it is essential to enhance teachers' environmental sensitivity and professionalism which can be achieved by expanding the gardening training of elementary school teachers. Second, training teachers in gardening has great environmental and educational implications. In terms of urban biodiversity and ecological well-being, gardens are a great place to provide environmental education such as sustainability and biodiversity education in elementary schools, where environmental education is not a separate subject. Gardening education can be a good means of environmental education, and could also be linked to promoting and educating students of mental health and well-being. Third, the direction of the training for the gardening teachers in elementary schools centered on environmental education was explored. It was hoped that the purpose of the training, improvement of the contents system and training method, implementation of the training materials, administrative and institutional aspects of the training policy, and the basic data of the gardening training program centered on environmental education for elementary school teachers would be helpful for the development of environmental education. It is not too much to repeat the importance of environmental education several times, but at present, environmental education training is extremely insufficient compared to its necessity. Additionally, the current school gardening training is emphasized in the technical aspect of gardening, and now it is time to change the focus. It can be a very appropriate means to cultivate students’ environmental literacy rather than simply focusing on knowledge of the environment. If we provide elementary school teachers faithfully with the training of gardening centered on environmental education, we will be able to provide environment education to elementary school students very effectively. 이 연구의 목적은 초등교사 대상의 학교 텃밭 가꾸기 연수의 주안점을 생물다양성 교육 중심으로 하기 위하여, 텃밭 가꾸기 연수 활동을 텃밭에 자라는 토종 식물을 이용한 생물다양성 교육으로 방향 전환을 하는 것이다. 연구에 참여한 집단은 연수에 경험이 많은 교사, 발령 5년차 이내의 교사, 환경교육 전공의 초등교사 등, 총 9명이었으며, 자료는 면담 및 기존 연구 분석을 통해 수집되었다. 연구 결과는 다음과 같다. 첫째, 초등학교 교사 대상 생물다양성 및 텃밭 관련 연수의 현황을 알아본 결과 생물다양성 교육 연수는 거의 없었으며, 텃밭 가꾸기 연수는 비교적 실시되었으나 연구 내용이 텃밭을 가꾸는 원예 기술에 집중되어 있으며, 생물다양성 교육에 관련된 연수는 없었다. 특히, 초등학교 과정에서 생물다양성에 대한 기본 지식과 개념들이 여러 교과에 분산되어 있어 교사의 전문성 제고와 환경 감수성 신장을 위해 텃밭 가꾸기 활동을 이용한 생물다양성 교육 연수가 꼭 필요하다. 둘째, 환경교육 교과목이나 시간이 정해지지 않은 초등학교에서 텃밭 가꾸기 활동은 매우 효과적으로 지속가능한 교육을 할 수 있으며, 생물다양성 교육 활동을 위한 좋은 수단이 될 수 있다. 셋째, 현재 실시하는 학교 텃밭 가꾸기 연수에서 정원 가꾸기와 관련된 기술적 측면이 강조되고 있는 것을 텃밭에 자라는 토종 식물의 다양성에 대한 내용으로 전환하면, 초등교사 대상 생물다양성 교육을 중심으로 한 텃밭 가꾸기 연수 프로그램의 기초 자료를 제공할 수 있을 것이다.

미래 직업 변화와 현장 요구에 따른 초등학교 진로교육의 방향 및 실과교과에서의 전개 방안 탐색 연구

장현진 한국실과교육연구학회 2019 實科敎育硏究 Vol.25 No.3

The purpose of this study was to explore the directions of elementary schools career education, and to explore the way of developing career education in elementary schools Practical Arts subject according to the future work change and the needs of schools sites. This study was conducted mainly by literature review. In order to accomplish the study purpose, the researcher examine the relationship between career education and practical arts education in elementary schools, analyze the change of human competencies according to future work change, and analyze the current status and needs of elementary school career education. The directions of elementary school career education and its development plans in Practical Arts subject derived from this study are as follows. First, pursue career education that reflects changes in future work and competencies. Second, establishes the philosophy of career education customized to elementary schools. Third, revise the goals and achievement standards of elementary school career education. Fourth, comprehensive planning and management of career education in each elementary school. Fifth, establish the role of elementary school career teachers and enhance career education capacity of elementary school teachers and pre - service teachers. Sixth, develop career education standard program and reinforce infrastructures inside and outside of schools. Seventh, we will continue to strengthen the Practical Arts subject as the core curriculum for elementary school career education. Eighth, promotes curriculum integrated career education in the field of practical arts subjects. Ninth, develop teaching & learning methods and evaluation methods for career education in the practical arts subject. 이 연구는 미래 직업의 변화에 대응하고 초등학교 현장의 요구를 반영하여 초등학교 진로교육의 방향을 모색하고, 실과교과에서의 진로교육 전개 방안을 탐색하는 데 목적이 있었다. 이를 위하여 주로 문헌연구 방법을 사용하였다. 초등학교 진로교육과 실과교육의 관계를 고찰하고, 미래 직업의 변화에 따른 미래 역량 및 교육에 대하여 검토하며, 초등학교 진로교육의 실태와 학교 현장의 요구를 분석하였다. 이 연구의 결과 다음과 같이 초등학교 진로교육의 방향과 실과교과에서의 전개 방안을 도출하였다. 첫째, 미래의 직업 변화와 미래 역량을 반영하는 진로교육을 추구한다. 둘째, 초등학교에 맞춤하는 진로교육의 철학을 정립한다. 셋째, 초등학교 진로교육 목표와 성취기준을 개정한다. 넷째, 단위학교 진로교육을 종합적으로 기획 및 운영한다. 다섯째, 초등 진로전담교사의 역할을 정립하고, 현직 및 예비 초등교원의 진로교육 전문성을 제고한다. 여섯째, 초등 진로활동 프로그램 개발과 교내외의 진로교육 인프라를 강화한다. 일곱째, 실과교과를 초등 진로교육의 중핵 교과로서 지속적으로 강화시켜 나가도록 한다. 여덟째, 실과교과의 전체 영역에서 교과통합 진로교육을 활성화 한다. 아홉째, 실과교과 내에서 진로교육에 대한 교수·학습 및 평가 방법을 개발한다.

초등학교 한자 교육의 현황과 전망

진철용 ( Cheol Yong Jin ) 한국한자한문교육학회 2009 漢字 漢文敎育 Vol.23 No.-

This study has attempted to know about the situation of Chinese-character education and teacher/parent opinions about the Chinese-character education of elementary school through a questionnaire survey. Then, this study has compared the result with the policies currently applied to the Chinese-character education of elementary school. The time that elementary schools can provide Chinese-character education was only 1 hour from the discretional activity time of 2 hours. However as the healthcare education is conducted for 17 hours/year during the discretional activity time for the students in the 5th and 6th year, it became difficult to secure even the remaining 1 hour of Chinese-character education. Likewise, the conditions for the Chinese-character education of elementary school are very poor. Under these conditions, the enthusiasm in the elementary school Chinese-character education has not cooled down. The schools that have organized Chinese-character education in their curriculum were found to be 63.1%, those that perform a certain form of Chinese-character education were 90.2%, and those of operating Chinese-character related test or contest were 44.3%. 36.9% of the responding schools were operating Chinese-character related classes during the special activity time and 29.5% of them were running the Chinese-character related classes in the after-school classes (specialized class). Looking at the opinions of teachers and parents about the need in the Chinese-character education of elementary school, over 90% of the teachers and parents were aware of the need in the Chinese-character education. The greatest reason that the Chinese-character education is not performed well in the elementary school is that the Chinese-character course is not a regular subject. The reason that the Chinese-character education of elementary school is greatly needed is that it helps to improve vocabulary and they consider it desirable to improve vocabulary by using Chinese characters. Currently, the Chinese-character education of elementary school is made around Chinese characters and vocabulary. Since this is matched well with the opinions of teachers and parents, the Chinese-character education would be desirable to be performed by focusing on the Chinese-character vocabulary. As for the directions in the Chinese-character education of elementary school, the majority of teachers and parents prefer to be done by following the self-regulating rule of schools. However, this is contributable to the burden of increasing course hours. As for the reason that elementary schools do not want to have Chinese character education, the majority of respondents have replied the burden of increasing course hours. Accordingly for the Chinese-character education of elementary school entering into the regular course and activation in the future, an alternative measure shall be prepared not to increase the burden of increasing course hours.

4차 산업혁명 시대에 필요한 초등 과학교육학 과목의 학습 내용에 대한 초등 교사의 인식

나지연 경북대학교 과학교육연구소 2021 科學敎育硏究誌 Vol.45 No.1

This study conducted an online survey to understand what elementary school teachers think about the learning contents of elementary science education subjects needed to train elementary science teachers suitable for the era of the 4th Industrial Revolution. The results are as follows: First, there were many elementary school teachers who thought that the current learning content of elementary science education was not suitable for the era of the 4th Industrial Revolution and that it needed to modify the learning content. Many of the teachers said that the learning content of the subject did not include the characteristics of the 4th Industrial Revolution, but also did not reflect the changes of the times and remained in the past. Second, the content that elementary school teachers thought was important in training elementary school teachers suitable for the era of the 4th Industrial Revolution was mainly related to the interests and curiosity of students, and scientific experiments or inquiry. On the contrary, the items that they thought should be deleted or reduced included science learning theory, science teaching/learning model, nature of science, and guidance for gifted children. Third, the contents that elementary school teachers thought needed to be added as learning content of elementary science education subjects were SSI education, science education-related social change and future prediction, advanced science technology, STEAM guidance, and integrated education within the science field. Fourth, in order to train elementary school teachers suitable for the era of the 4th Industrial Revolution, the contents that they thought should be introduced first as learning content of elementary science education subjects were SSI education, integrated education within the science field, STEAM guidance, and core competencies. Other contents that need to be introduced were software education, safety education, and project learning methods. 본 연구는 4차 산업혁명 시대에 적합한 초등과학 교사 양성을 위해 필요한 초등 과학교육학 과목의 학습 내용에 대해 초등 교사들이 어떻게 생각하는지 알아보고자 온라인 설문을 실시하였다. 그 결과는 다음과 같다. 첫째, 현행 초등 과학교육학 과목의 학습 내용이 4차 산업혁명 시대에 적합하지 않으며 학습 내용 수정이 필요하다고 생각하는 초등 교사가 다수 있었다. 초등 교사들이 그렇게 생각한 이유는 주로 과목의 학습 내용이 4차 산업혁명의 특징을 포함하지 못할 뿐만 아니라 시대변화를 반영하지 못하고 과거에 머물러있다고 생각했기 때문이었다. 둘째, 초등 교사들이 4차 산업혁명 시대에 적합한 초등 교사를 양성하는 데에 중요하다고 생각한 내용은 주로 학생의 흥미와 호기심, 과학 실험이나 탐구와 관련이 있는 것이었다. 그에 비해 삭제하거나 축소해야 한다고 생각하는 항목으로는 과학학습이론, 과학과 교수⋅학습 모형, 과학의 본성, 영재아 지도가 있었다. 셋째, 초등 교사들이 초등 과학교육학 과목의 학습 내용으로 추가할 필요가 있다고 생각한 내용은 SSI 교육, 과학교육 관련 사회 변화와 미래예측, 첨단과학기술, STEAM 지도, 과학 분야 내의 통합교육이었다. 넷째, 4차 산업혁명 시대에 적합한 초등 교사 양성을 위해 초등 과학교육학 과목의 학습 내용으로 우선 도입해야 한다고 생각하는 항목은 SSI 교육, 과학 분야 내의 통합교육, STEAM 지도와 과학과 핵심역량이었다. 그 외에 추가로 도입될 필요가 있는 내용으로는 소프트웨어교육, 안전교육, 프로젝트 학습법이 있었다.

체육수업 전문성에서 학교체육 전문성으로: 초등체육교사 전문성 개념의 외연 확장

박용남,윤기준 서울교육대학교 초등교육연구원 2019 한국초등교육 Vol.30 No.2

There is a widespread agreement that teachers’ professional development is one of the most decisive factors in enhancing the quality of physical education in elementary schools. There has been a clear tendency that teacher training programmes and teacher learning communities place an importance on the development of elementary school teachers’ physical education lesson professionalism. We do have a concern, however, the tendency that teaching practices and demonstration abilities indicating physical education lesson professionalism is regarded as the physical education professionalism. There has been a strong demand that a range of physical activities in school context should be offered to pupils. Thus, the purpose this study is to suggest the need to expand elementary school physical education teachers’ professionalism from physical education lesson professionalism to school physical education professionalism. In order to make this suggestion logical, comprehensive school physical activity program (CSPAP) and the second basic plan for school physical education promotion proposed by Ministry of Education in 2018 were examined. The findings clearly indicate that both approaches emphasize the importance of offering extra-curricular physical activities and school-community connection. We conceptualize physical education professionalism as a whole-of-school competency of designing, managing and evaluating physical activity programmes that every elementary school teachers need to develop. Developing a range of formal and informal professional development programs and exploring the nature of school physical education professionalism were suggested as future research. 지금까지 체육직무연수, 체육교과연구회, 체육교사학습공동체 등 초등체육교사들의 전문성 개발을 위한 노력들이 체육수업 한 곳에 집중되어왔다. 학생에게 양질의 신체활동 참여 기회를 제공하기 위해 필요한 실기능력과 교수능력, 즉 체육수업전문성이 초등체육교사 전문성으로 취급되고 되고 있다. 그러 나 최근 바뀐 학교체육 지형은 학생들에게 정규 체육수업 외 다양한 신체활동 기회 보장을 요구하고 있 다. 이에 본고는 초등체육교사 전문성의 개념을 체육수업 전문성에서 학교체육 전문성으로 확장할 것을 제시하기 위한 목적으로 작성되었다. 주장의 근거 마련을 위해 국제적으로 주목 받고 있는 포괄적 단위 학교 신체활동 프로그램(CSPAP)과 「제2차 학교체육진흥 기본 계획」을 검토하였다. CSPAP와 학교체육 진흥 기본 계획 모두 정규 체육수업 외 학생의 신체활동을 장려하기 위한 정과 외 신체활동 프로그램 운영과 지역사회 연계를 강조하고 있다. 이러한 총체적 시각의 학교체육 정책은 교육과정 시간 내외, 학교 공간 안팎에서 학생들에게 제공되는 모든 신체활동 프로그램을 기획, 지도 및 관리할 수 있는 능 력을 교사들에게 요청하고 있다. 즉 초등교사는 정과 체육과 정과 외 신체활동을 효과적으로 계획, 실 천, 평가할 수 있어야 하며 이 과정에서 요구되는 행정 지원 업무 능력을 갖추어야 한다. 본고에서는 이 와 같은 능력을 학교체육 전문성으로 정의하고자 한다. 학년별 학교스포츠클럽리그 운영, 학급 교육과 정 중심의 틈새신체활동, 모든 교사가 함께 단위학교 교육과정을 수립하는 민주적 학교문화 등 최근 현 장의 분위기 역시 단위학교 신체활동 프로그램의 계획과 실천에 모든 초등교사들의 학교체육 전문성 함 양을 요구하고 있다. 제언에서는 초등체육교사의 학교체육 전문성을 개발하기 위한 다각도의 실천적 노 력과 구체적인 학교체육 전문성의 요소와 개발 방안을 마련하는 후속 연구 수행을 제안하였다.

初等學校 漢字敎育에 대한 要求 調査

김진숙 한국한자한문교육학회 2010 漢字 漢文敎育 Vol.24 No.-

Recently in Korea, Chinese character education in elementary school is very highly demanded. This study reviews the adequacy of the Chinese character education policy and needs in elementary school, and make a desirable plan for strengthening it. To achieve the purpose, this study analizes the literature regarding the Chinese character education and survey elementary school teachers and parents. The national curriculum and textbooks, school boards, schools and others do not mention Chinese character education in elementary school officially. But 77.3% of teachers and 89.1% of parents, 83% of the total 5,222 people were in favor of Chinese character education in elementary school. The benefits of character education in elementary is 'the vocabulary skills in Korean improvement' by teachers(43.0%) and parents(29.6%), and 'the key concepts understanding improvement'. This study classifies Chinese character education types in elementary school as five plans: [Plan 1] Chinese subject construction, [Plan 2] Language Arts Content coverage, [Plan 3] Elementary school curriculum general guidelines, [Plan 4] discretion and extractivities coverage, and [Plan 5] developing textbooks written in Chinese characters. Groups of teachers and parents alike about the need for character education is a very positive and showed positive reaction, but the big difference for direction and plans appears. Teachers are fond of plan 4 mostly, and parents plan 5. So I propose that for the revitalization of Chinese character education in elementary school, curricula or textbooks at the national level, including policy, should stipulate it. The continuous and systematic research of Chinese character education in elementary schools and Chinese character education training for teachers are required. 최근 한국에서는 초등학교에서의 한자 교육에 대한 요구가 매우 높게 일고 있다. 본 연구는 한국의 어문 교육 정책의 타당성을 검토하고 초등학생들의 요구, 그리고 그것을 강화하기위한 바람직한 계획을 확인하기 위해 마련된 것이다. 목적을 달성하기 위해, 본 연구는 초등학교 교사 및 학부모를 대상으로 ‘한자 학습 경험 및 한자 지식’, ‘한자교육 실태’, ‘초등학교 한자교육에 대한 인식과 방안’ 등에 관한 설문조사를 실시하였다. 현재 국가의 교육 과정과 교과서, 교육청, 학교 등에서는 공식적으로 초등학교에서의 한자 교육을 언급하지 않고 있다. 그러나 교사들의 77.3%, 학부모의 89.1%가 초등학교 한자 교육에 대해 찬성했다. 본 연구에서는 이러한 점을 감안하여 초등학교 한자 교육 유형을 한문 과목 신설안, 국어과 내용 포함안, 교육과정 별첨자료안, 재량․특별활동 포함안, 교과서 한자 표기안 등 다섯 가지로 구분하였다. 그 결과 교사와 학부모 모두 한문 교육의 필요성에 대해 매우 긍정적인 반응 보여주었지만, 방향 및 계획에 있어서는 큰 차이가 나타냈다. 교사들은 주로 ‘재량․특별활동 포함안’을 지지한 반면, 학부모들은 ‘교과서 한자 표기안’에 높은 점수를 부여하였다. 그러므로 본 연구는 초등학교 한자 교육을 규정하는 국가 수준의 교육 과정이나 교과서 활성화에 대한 정책 마련을 제안한다.

韓國의 漢文科 敎育課程

윤재민 한국한자한문교육학회 2011 漢字 漢文敎育 Vol.26 No.-

韓國에서 漢文이 獨立 敎科로 敎授되기 始作한 것은 1972年 2學期 以後 中․高等學校에서이다. 그 以前에는, 初․中․高等學校 共히 漢文이 國語 敎育의 一部로서 部分的으로 敎授되거나 아예 敎授되지 못하기도 하였다. 1945年 解放 以後 韓國의 公式的인 制度敎育 內 敎育課程의 制定은 美軍政廳에 依해서 이루어졌다. 漢字 敎育과 關聯하여 美軍政廳이 最初로 시행한 조처는, 軍政廳 學務局의 ‘暫定的 國語 敎育의 臨時措處’로부터라고 할 수 있다. 곧 이 조처는 初等學校 國語敎科書에서 漢字와 國文의 混用 또는 欄外 倂記를 部分的으로 許容함으로써 初等學校에서 漢字 敎育이 一定하게 施行되도록 하였다. 한편 美軍政廳 編修局이 1947년 9월 1일 제정 시행한 ‘敎授 要目’은 中․高等學校에서 國語科의 補充 敎材의 形式으로 漢文 科目을 選擇할 수 있도록 하였다. 이후 1951년에 문교부는 戰時 학습방침을 수립하면서 漢字 敎育과 관련하여 劃期的이라고 할 수 있는 정책을 마련한다. 곧 이 해 9월 漢字․漢文 敎育史上 최초로 ‘常用一千字表’를 제정 공포한 것이 그것이다. 이 常用漢字 1,000자는 이후 1957년 11월에 제정한 ‘임시제한한자 1,300자’ 및 1972년 8월에 제정하고 2000년 12월에 이를 다시 調整 公布한 ‘중․고등학교 한문교육용 기초한자 1,800자’의 선구가 되는 것이다. 1955年 8月 1日 告示된 第1次 敎育課程에서는 初等學校의 境遇에 漢字 敎育에 對한 明示的 規定을 별도로 두지 않았지만, 漢字 敎育이 如前히 施行되고 있었다. 中學校의 境遇에는 國語科 敎育課程 아래에 ‘漢字 및 漢字語 學習’에 대한 규정을 별도로 두어 漢字․漢文 敎育이 독립된 교과서를 갖는 하나의 과목으로 敎授될 근거를 마련해 놓았다. 高等學校의 境遇에는 역시 國語科 敎育課程 아래에 ‘漢字 및 漢文 指導’ 규정을 두어 選擇敎科 國語(2)의 한 領域으로 ‘漢文’ 과목을 設定하였다. 1963年 2月 15日에 告示된 第2次 敎育課程에서는 初等學校의 境遇에 國語科 4學年 學年目標에 漢字 關聯 規定을 명시적으로 두어 한자 교육을 보다 강화하였다. 중․고등학교의 경우에는 제1차 교육과정에서와 마찬가지로 國語科 敎育課程 속에 관련 규정을 그대로 두되, 漢字․漢文 敎育을 보다 강화하였다. 가령, 고등학교의 경우 ‘國語Ⅰ’에서의 漢字 敎育 以外에도, 人文系 課程의 境遇 國語Ⅱ의 한 科目으로 18單位(文法⑷, 漢文⑹, 古典⑷, 作文⑷) 가운데 漢文 6單位, 職業系 課程의 境遇 漢文 6單位를 履修하게 하였다. 그러나 1969年 9月 4日 改定되어 1970年 1學期부터 施行된 敎育課程 部分 改定에서는 初等學校와 中學校의 國語 및 高等學校의 國語Ⅰ의 敎育課程에서 漢字 및 漢文 關聯 條項을 削除하여 漢字, 漢文 敎育을 아예 廢止하고 말았다. 다만 人文系 高等學校 國語Ⅱ에 있는 漢文의 境遇에만 單位數를 6單位에서 8單位로 增加시켜 존속시켰을 뿐이다. 中․高等學校에서 漢文 敎育이 復活한 것은 1972年 2月 28日 告示되고 이 해 2學期부터 施行된 敎育法 施行令에 依해서다. 이 施行令에 依하여 中․高等學校에 漢文 敎科가 獨立 新設되어, 이 해 2學期부터 漢文이 獨立 敎科로서 公式的으로 敎授되기 始作하였다. 中․高等學校 各 900字씩 ‘漢文敎育用 基礎漢字’ 1,800字를 制定하여 公布한 것도 바로 이 무렵인 1972年 8月 16日의 일이다. 1973年 8月 31日에 告示된 第3次 敎育課程에서부터 第5次 敎育課程에 이르기까 ... In Korea, Korean Classical Chinese began to be instructed as the independent subject after the second semester, 1972 in middle․high schools. Before that, in elementary․middle․high schools, Korean Classical Chinese was instructed as part of the Korean Language or never instructed. After liberation in 1945, in the formal institutional education of Korea, the establishment of the curriculum was done by U.S. Military Government Office. In relation to Chinese Character education, the first measure by the Office was the temporary one of Korean Language education lead by the Education & Management Bureau. Through such a measure, in the elementary Korean Language textbooks, Chinese Character and the Korean alphabet’s mingling or combined recording in the margin was partially accepted so intended to implement Chinese Character education constantly in the elementary school. In the mean time, through ‘Instruction Program’ enforced by the Textbook Compilation Bureau, U.S. Military Government Office on the 1st, Sep. 1947, in the middle․high schools, it came to be possible to select Korean Classical Chinese subject as the form of the complementary teaching material for Korean Language class. In 1951, the Ministry of Culture & Education established the wartime learning policy and prepared the epoch making policy on Chinese Character education. In other words, on September of the year firstly on the history of Chinese characters & Classical Chinese education, it promulgated ‘The Table of One Thousand Letters in Common Use’. Such one thousand Chinese Characters in common use were the initiative of ‘1, 300 Chinese Characters Tentatively Limited’ enacted on Nov. 1957 and ‘Basic 1,800 Chinese Characters for Middle․High School Education’ enacted on Aug. 1972 and adjusted on Dec. 2000. In the 1st Curriculum notified on the 1st, Aug. 1955. there was no explicit provision on Chinese Character educationin the elementary school but it was still enforced. In case of middle school, through preparing a provision on the ‘Chinese Character & Chinese Word Learning’ under Korean Language curriculum, it made a foundation for Chinese characters & Classical Chinese education to be instructed as the subject having an independent textbook. In case of high school, a provision was a prepared on ‘Chinese characters & Classical Chinese Instruction’ also under Korean Language curriculum so set ‘Korean Classical Chinese’ as the area of the selective subject of Korean Language(2). In the 2nd Curriculum notified on 15th, Feb. 1963, a provision was prepared explicitly on Chinese Character as the aim of the Korean Language class in the 4th grade of the elementary school so Chinese Character education was more intensified. In case of the middle․high schools, like the 1st Curriculum, the related provision was maintained in the Korean Language curriculum but Chinese characters & Classical Chinese education was even more strengthened. For example, in case of high school in addition to Chinese Character education under Korean LanguageⅠ, among 18 units(grammar⑷, Korean Classical Chinese⑹, classics⑷, composition⑷), six units of Korean Classical Chinese was completed as the subject of Korean Language Ⅱ in the general course and six units of Korean Classical Chinese in the vocational course. However, through the partial amendment of the curriculum revised on 4th, Sep. 1969 and enforced from the 1st semester in 1970, in the curriculums of Korean Language for elementary and middle schools and of Korean LanguageⅠ for high school, a provision on Chinese characters & Classical Chinese education was omitted so its education was eventually abolished. Only in case of Korean Language Ⅱ for the general course of high school, the number of units of Korean Classical Chinese increased from 6 to 8 units so it was continued. In the middle․high schools, the recovery of Korean Classical Chinese education was done by the Enforcement Ordi...

초등교사의 미각교육에 대한 중요도 인식과 지도능력 및 교육요구도

이경애 한국실과교육학회 2019 한국실과교육학회지 Vol.32 No.3

The purpose of this study was to investigate elementary school teachers’ perceptions of the importance, teaching ability and educational needs of sensory education. A survey of 235 elementary school teachers in the B metropolitan city was conducted from the second week of April to the first week of May, 2019. The results are as follows: First, elementary school teachers were not aware of sensory education well, and they did not know much about the fact that sensory education was introduced in the 2015 revised Practical Arts Curriculum, its contents and teaching methods. Only 20% of them were interested in sensory education, and male teachers were less interested in it than female teachers, and teachers with less than 20 years of educational experience were less interested in than those with more than 20 years. Only 15.4% of them were confident about sensory education in elementary school, and teachers with lower educational experience were less confident. More than 50% of them responded that the most necessary thing in applying sensory education to Practical Arts was practice materials and tools for sensory education. 85.5% of them were willing to participate in a sensory education training. Second, the perception of the necessity of sensory education in elementary schools and the adequacy of the introduction into elementary school curriculum was 4 points for female teachers, and 3.5 to 3.6 points for male teachers. The perception was lower in teachers with less than 20 years of educational experience than those with more than 20 years. The recognition of the effect of sensory education was relatively high, with most of 12 items being 4 points or more. Third, elementary school teachers valued each sensory learning element of elementary school more importantly, and female teachers gave more importance perception on them than the male teachers. Their teaching ability on sensory learning elements was 3.45 ~ 3.61 points on average, which was not high. Fourth, they have educational needs for all sensory learning elements, and female teachers showed to have higher needs than male teachers. The ranking of educational needs for each sensory learning elements differed between male and female teachers. In conclusion, it is necessary to have a sensory education training for elementary school teachers, and in particular, more education is needed for male teachers and teachers with less than 20 years of educational experience in order to properly apply sensory education to elementary school lessons. 본 연구에서는 초등교사의 미각교육에 대한 인지, 중요도 인식, 지도능력 및 교육요구도를 파악하고자 B광역시 초등학교 소속 초등교사 235명을 대상으로 2019년 4월 2째주 부터 5월 첫주까지 설문조사를 실시하였으며 그 결과는 다음과 같다. 첫째, 초등교사들은 미각교육에 대해 잘 인지하지 못하고 있었으며, 특히 2015년 개정 실과교육과정에 미각교육이 도입된 사실과 그 내용 및 방법에 대해 알고 있는 정도가 높지 않았다. 초등학교 미각교육에 대해 관심이 높은 초등교사는 약 20%에 불과했고, 남교사가 여교사보다, 교육경력 20년 미만인 교사가 20년 이상인 교사보다 관심이 낮았다. 초등학교 미각교육에 대해 자신이 있는 초등교사는 단지 15.4%에 불과하였고, 교육경력이 낮은 교사가 자신감이 더 적은 것으로 나타났다. 초등교사의 50% 이상이 실과에 미각교육을 적용할 때 가장 필요한 것은 미각교육 실습준비물이라고 응답하였고, 미각교육 연수에 조금이라도 참여의사가 있는 초등교사는 85.5%이었다. 둘째, 초등학교 미각교육의 필요성이나 초등 실과에의 도입 적정성에 대한 인식은 여교사는 4점 정도인데 반해 남교사는 3.5~3.6점 정도로 낮았으며, 교육경력이 20년 미만인 교사가 20년 이상인 교사보다 낮았다. 미각교육 효과에 대한 인식은 12개 항목 대부분 4점 이상으로 비교적 높게 평가하고 있었다. 셋째, 초등교사들은 초등학교 미각교육의 각 학습요소를 중요하게 생각하고 있었으며, 남교사보다 여교사가 더 중요하게 생각하고 있었다. 초등교사들의 초등학교 미각교육 학습요소에 대한 지도능력은 전체 평균 3.45~3.61점으로 높지 않았다. 넷째, 초등교사들은 미각교육의 모든 학습요소들에 대해 교육요구도가 있는 것으로 나타났고, 남교사보다 여교사가 미각교육에 대한 교육요구도가 더 높았다. 미각교육의 각 학습요소에 대한 교육요구도 순위는 남녀 교사간에 차이를 보였다. 결론적으로 초등 실과에 미각교육이 제대로 적용되기 위해서는 초등교사 대상의 미각교육 연수가 필요하며, 특히 남교사와 교육경력이 20년 미만인 교사 대상의 교육이 더 필요하다.