한별유치원 만 5세 기린반 교사의 유아평가양상에 관한 문화기술적 연구 = An Ethnographic Study of the Assessment Patterns Used by a Teacher of a Class of Five-Year-Olds at Hanbyul Kindergarten

국문 초록 (Abstract)

본 연구는 한별유치원 만 5세 기린반 교사가 유아평가를 어떻게 진행하며, 어떠한 평가내용을 다루는 지를 알아보고, 그 속에서 유아평가가 어떠한 의의를 가지는 지를 문화기술적 연구 방법을 통하여 밝히고자 하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 교사는 학기초부터 학기말까지 지속적으로 다양한 방법을 통해 유아평가를 시행하였다. 둘째, 교사가 시행한 유아평가내용에는 유아에 대한 포괄적이고 종합적인 측면이 모두 포함되었으며, 생활영역의 교육목표 및 하위 내용체계와 관련이 있었다. 셋째, 교사는 평가를 통해 유아에 대한 이해를 높이고 유아의 질적 변화 및 발전을 돕는 역동적인 교수·학습의 기회와 상호교류를 돕는 대화의 장으로 활용하였다. 특히 바른 기본생활태도와 더불어 사는 생활태도를 중요시하는 교사 자신의 교육적 신념을 평가과정에 적극적으로 반영하는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

This ethnographic study describes the patterns of assessment used by a teacher of five-year-old children at Hanbyul Kindergarten. The research questions addressed are: 1. When and how does the teacher implement assessment for a class of five-year-olds at Hanbyul Kindergarten? 2. What are her assessment procedures? 3. What is the significance of the teacher's assessments? The following observations were obtained from the study. First, the teacher implemented various assessment methods from the beginning to the end of the semester. Second, the assessment centered on comprehensive and general aspects of the children's development, skills and knowledge attainment as related to the educational goals and the content structures of five life areas. Third, the teacher continually enhanced her own understanding of the children by examining their developmental levels and behavioral characteristics, and often created dynamic teaching-learning situations through the assessment process. In addition, the assessment process prompted communication. The teacher made many opportunities to reflect on her teaching methods and to make decisions about the children through conversation with the parents. As well, she held individual conversations with the children, in which she conversed with them about their learning, behavior and experiences. The teacher's emphasis on developing healthy attitudes in daily life, especially cooperative attitudes in group life, were reflected in the methods of assessment she used. In sum, she actively practiced her educational belief that guidance is most important in early childhood education.