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유아 문어능력 수행평가 과정에서 나타난 교사의 인식 변화
서명숙(Seo Myung-Suk),김영실(Kim Young-Sil) 한국열린유아교육학회 2008 열린유아교육연구 Vol.13 No.5
본 연구의 목적은 유아 문어능력 수행평가 체제 적용 과정에서 교사의 인식 변화를 알아보는 것이다. 유아 문어능력 수행평가 체제를 D시에 있는 국공립 어린이집 만 3세 15명, 4세 20명, 5세 20명, 총 55명과 교사 3명에게 적용하였다. 연구 도구는 개발된 유아 문어능력 수행평가 체제 10개 항목과 유아교사의 저널쓰기이다. 연구절차는 총 3회에 걸쳐 유아 교사교육을 실시하였고 17주 동안 유아 문어능력 수행평가를 실시하였다. 유아 문어능력 수행평가 체제 적용 과정에서 나타난 교사의 인식 변화는 다음과 같다. 첫째, 유아에 대한 인식 변화는 유아문어발달에 대한 이해가 깊이 있는 이해, 유아의 진보를 확인하는 일, 유아의 자발적인 문어 활동의 증가, 일상생활에서의 문어활동으로 나타났다. 둘째, 교사의 교수 행동에 대한 인식 변화로는 다양한 교수방법 사용하기, 개별적인 교수 계획 세우기, 언어활동 증진을 위한 환경 바꾸기, 효과적인 교수 방법 다시 찾기로 나타났다, 셋째, 수행평가 과정에서 나타나는 교사의 어려움의 인식 변화에는 관찰시간 확보를 위한 교사의 지혜, 첫 수행평가에서 오는 시행착오, 전문가와 동료의 도움으로 수행평가 불안감 낮추기로 나타났다. The purpose of this study is to examine changes of perception teachers experience while implementing a literacy performance assessment system for young children. Subjects for this study were 55 children and three teachers at national and public nurseries in D city (of the children subjects, 15 were aged three, 20 four, and the remaining 20 five). Research tools involved 10 items of a performance assessment system developed to measure the literacy of young children as well as journals written by the teachers. The nursery teachers were educated on research procedures three times, and after this, the actual literacy performance assessment for the young children was conducted for 17 weeks. The outcomes of this research were as follows: First, through the process of applying the assessment system, the teachers came to develop a deep understanding of children's voluntary participation and progress. Second, the teachers had undergone changes in perception about their teaching behavior as encouraging children's linguistic activities and changing learning environment. Finally, they came to realize the difficulties involved in implementing performance assessments those were a lack of time for observation, trials and errors on their first trial, and diminution of their anxiety by supports of professionals as well as their colleagues.
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박유미,김은아,서명숙 원광대학교 2006 論文集 Vol.37 No.-
This research is aimed to know how educating mass media to children has impacted on child-development by analyzing some data studied through. We suggested some questions for this conducting. First, what is the point issued by early media use to children? Second, How much has the study about children's computer use been done? We have drawn these conclusions. About the first question, early educators had pro and con to the media use and they had focused on popularity and use of new media. And then they have changed their focus to some effects or impacts of new media on child-development. For the second question, in our country as well as other countries, there have been some meaningful effects, a few negative sides and none effects to child-development. On the ground of education, the computer use has been adapted and applied to child-development with proper softwares fitted good topic or intention. Besides, many teachers have tried to have good interactions with their young students. But we are insisting one thing that more chances to make use of computer be given to young students at home and there be more connections between two educational fields- home and school.
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박유미,김은아,서명숙 원광대학교 2006 論文集 Vol.36 No.-
This research is aimed to analyze children's activities related to science and develop better alternative ways. Through this research, we took the weekly curriculums of public and private kindergartens, some cases of teachers' journal writings and discussion notes, and some data of Early Childhood Curriculum and activities of children given out from Education Administration. To find more effective ways of scientific education, the Constructivism was based. At first we concluded these: The problems of children's science education was too much focused activities, unreasonable activities compared with children' development, extremely stressed results instead of process and avoidance of children' science education. For these problems, we suggest some activities based on Constructivism, more instruction chances for teachers and constructive reinforcement of teachers of children science education and information exchanges through teachers' meeting.
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