‘만드는 꽃’과 ‘조립하는 꽃’ :

다국어 초록 (Multilingual Abstract)

Recently the concern about instruction observation and qualitative the hermeneutic for action research are increasing. Analyzing instruction by questionnaire or scale traditionally has problem that all instructions are standardization and uniformity. There was absence of communication and poverty of criticism around instruction too. This study identified the need and utility of an instruction criticism by the qualitative interpretation. Qualitative study although it gives us a very fresh viewpoint. The purpose of the study was to describe and interpret the Pleasant Life instruction based on the qualitative research method. I observed and criticized the Pleasant Life lesson in the world that are made with flower . The lesson is about the making the flowers and animals which was open to the student teachers and the others. I focused on the teacher s behavior and practice rather than students lesson experiences. In this study, I found that the teacher executed the lesson in keeping tradition scale but characteristics of integrated text. The lesson of the Pleasant Life was not pleasant to the students because not to make but to assemble the flowers. The teacher prepared materials for making flowers by making half-finished goods for shortening lesson times. I found that teacher forgot the essence of integrated text lesson. I suggested that the important things in lesson is to turn up the nature of the text characteristics. I pointed out that criticism of education and qualitative approach was to executed more for understanding lesson that are fitted subject characteristics. The criticism of lesson on integrated subject has potential to change the topography of discourse on lesson of integrated subject. It notices the communication system of lesson, and highlights the meanings of teachers, students and text etc..