유아교육에서 내러티브 교육과정의 의미와 실제 연구 = Developing and searching for meaning of Narrative Curriculum in early childhood education

다국어 초록 (Multilingual Abstract)

While many scholars are increasingly giving much attention toward the `narrative modes of thought` rather than the `logico-scientific modes of thought` that was emphasized in the modern education, some of them are trying to incorporate narratives with curriculum. Early childhood is the period that encompasses the abilities to meaningfully narrate the surrounding world, which is valued in the narrative curriculum. The purpose of this study was to investigate the meanings of narrative curriculum in the field of early childhood education, to develop narrative curriculum for early childhood classrooms, and to imply the developed curriculum in a classroom to find out any problems as well as possibilities of the narrative curriculum. Stories(narratives) about topics chosen from the national kindergarten curriculum were created by transforming the properties of conceptual knowledge to the one of narrative knowledge. When these stories were told to 5-year old children in a kindergarten classroom, children`s reactions were appealing: they freely communicated each other about their ideas and experiences, extended their understandings through their discussion, and created a learning community. The teacher had positive evaluation about the narrative curriculum in terms of the possibilities and meanings of the curriculum in the early childhood classrooms, based on her observation of the children`s active involvement and their `flow` experiences. Finally, this study presented tips and practical strategies to develop and imply the narrative curriculum in early childhood classrooms.

참고문헌 (Reference)

1 강현석, "합리주의적 교육과정 체제에서 배제된 내러티브 교육과정의 가능성과교과목 개발의 방향 탐색" 한국교육과정학회 23 (23): 83-115, 2005

2 박선희, "창의적 극놀이 맥락에서 이야기 짓기의 의미：메타픽션 그림책을 중심으로" 281-306, 2010

3 교육과학기술부, "유치원 지도서1. 총론" 두산 2009

4 노영희, "유아의 내러티브에 대한 연구동향" 한국열린유아교육학회 14 (14): 303-330, 2009

5 김한종, "역사수업 도구로서 내러티브의 구성형식과 원리" 3 : 81-207, 1999

6 강현석, "내러티브를 활용한 교과서 진술 방식의 탐구" 한국초등교육학회 20 (20): 177-207, 2007

7 강현석, "내러티브를 통한 교육과정 개발자로서의 교사전문성의 재개념화" 한국교육과정학회 24 (24): 153-180, 2006

8 Lauritzen, C., "내러티브 교육과정의 이론과 실제(Integrating learning through story：The narrative curriculum)" 학이당 1997

9 Steiner, R., "교육예술 I：수업방법론과 교수법" 물병자리 2005

10 Mathison, S., "Why triangulate?" 17 : 13-17, 1988

11 Paley, V. G., "The boy who would be a helicopter：The uses of storytelling in the classroom" Harvard University Press 1990

12 Steiner, R., "Practical advice to teachers" Anthroposophic press 1919

13 Popkewitz, T. S., "Political sociology of educational reform：Power/knowledge in teaching, teacher education, and research" Teachers College Press 1991

14 Winner, E., "Point of words：Children's understanding of metaphor and irony" Harvard University Press 1997

15 Nelson, K., "Language in cognition development：The emergent of the mediated mind" Cambridge University Press 1996

16 Stolovitch, H., "Handbook of human performance technology" Jossey-Bass 1992

17 Hawkey, K., "Could you just tell us the story?. in: Pedagogical approaches to introducing narrative in history classes" 37 (37): 263-277, 2007

18 Werner, H., "Comparative psychology of mental development" Science Education 1948

19 Egan, K., "Children's minds talking rabbits and clockwork oranges：Essays on education" Teachers College Press 1999