유치원 수학교육의 운영 실태 및 요구 조사

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the actual conditions of preschool math education and teachers' recognition and demands with respect to preschool math education and thus present relevant basic data so that children's math activities in preschools can be conducted in a more effective manner. To this end, the following research subjects have been established: 1. What are teachers' recognition and demands in regard to preschool math education? 2. What are the actual conditions of preschool math education in terms of plan, operation, and evaluation? This study collected data from private preschools in Busan, South Korea through questionnaires, interviews, and weekly education programs. Frequency and content analyses were conducted with the use of the SPSS program. The research findings can be summarized as follows: First, teachers generally regarded math education in early childhood as important and requested a variety of study materials and programs and practical training. Second, with respect to the actual conditions of preschool math education schedules, 'understanding of the basic concept of numbers' was most frequently included in the schedules and math education was mostly included in free optional activities. In actual operation, 'classification and ordering' and 'understanding of the basic concept of numbers' were most frequently taught and math education classes were offered two to three times a week in the form of free optional activities or small or large groups so that children can learn math in their lives in a natural way. Evaluation of preschool math education was mostly conducted using the anecdote recording method and evaluation results were used as basic data and data for planning. In addition, the planning of the weekly education schedules was highly consistent with actual education in class. These research findings show that preschools need to make a positive effort to provide children with a diversity of opportunities to experience mathematical situations in their daily lives so that they could cultivate mathematical capabilities and a positive attitude toward math. In addition, it is necessary to provide teachers with more training opportunities and develop and distribute more teaching materials and systematic programs.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 유아수학교육의 목적 = 5
• 2. 유아수학교육의 내용 = 7
• 3. 유아수학교육의 계획 = 14
• 4. 유아수학교육의 방법 = 17
• 5. 유아수학교육의 평가 = 24
• Ⅲ. 연구방법 = 31
• 1. 연구대상 = 31
• 2. 연구도구 = 33
• 3. 연구절차 = 37
• 4. 자료분석 = 38
• Ⅳ. 연구결과 및 해석 = 40
• 1. 유치원에서 실시하는 수학교육에 대한 교사의 인식 및 요구 = 40
• 2. 유치원에서 실시되고 있는 수학교육의 실태 = 49
• Ⅴ. 논의 및 결론 = 57
• 1. 논의 = 57
• 2. 결론 = 61
• 참고문헌 = 64
• Abstract = 68
• 부록 = 70