초등학교 3,4학년 사회과 교육과정에 제시된 경제교육내용의 구조성 분석 = An Analysis of Structure of the Economic Educational Contents Presented in The 3rd and 4th Grade Elementary Social Studies Curriculum

다국어 초록 (Multilingual Abstract)

This thesis was initiated on the premise that curriculum should clearly present educational contents that teachers are required to give lessons to students. On this premise, it intends to delve into how clearly educational content is presented in the curriculum for teachers. In order to facilitate research, this study confines its analysis to the economic educational contents presented in the 3rd to 7th social studies curriculum for the 3rd and 4th grade elementary school. More specifically, this thesis tries to answer the following questions. First, what are the economic basic concepts and generalizations for the 3rd and 4th grade elementary school students? Second, are these economic basic concepts and generalizations clearly presented in the curriculum, commentaries, and instructional materials for teachers? Third, are economic educational contents presented in the curriculum structured?; if are not, how are these contents presented? In terms of methodology, various methods including interviews with experts and content analysis are used for the study. Following conclusions are produced through reasoning after using the above methodologies. First, eleven basic concepts and three generalizations are selected as contents that need to be taught for the 3rd and 4th grade elementary school students. Second, in the 7th social studies curriculum, compared to the 3rd, 4th, 5th, 6th, economic concepts and generalizations are presented clearly. But the concepts-such as economic system, national income, currency, finance, economic fluctuation and the generalizations about scarcity and economic system are not presented in the curriculum, commentaries, and instructional materials for teachers. Third, among in 24 economic units, educational contents in only 5 units are structured. In another units, insufficient facts and generalizations or inadequate facts are presented, or economic generalizations are not presented. Both educational contents that should be presented in the curriculum and the way it is presented are one of the most important elements so as to solve the problem, fact-centered education. This thesis has made a contribution to realizing curriculum-centered education both by identifying some problems about the educational content presented in the curriculum and the way it is presented and by proposing several solutions for these problems.