主題 中心 多學問的 統合 單元의 開發 = Development of the Theme-Based Multidisciplinary Integrated Unit

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop theme-based multidisciplinary integrated units in terms of student interests, student needs, and national curricula. The aims of this study in detail are as follows;
1. To design a model of the theme-based multidisciplinary integrated unit in terms of relevance and accountability.
2. To develop independent units based on the model of the theme-based multidisciplinary integrated unit designed.
3. To identify the effects of the theme-based multidisciplinary integrated units by applying them into classrooms.
An integrative inquiry method and a focus group interview were used in this study. The integrative inquiry method was used for justifying the meaning and necessity of the integration of the curricula, categorizing the types of the integration of the curricula, considering the methods of the multidisciplinary integration, and examining the methods of the units organization through the whole processes of designing a development model of the theme-based multidisciplinary integrated unit. The focus group interview was used in the processes of the development of the theme-based multidisciplinary integrated units and the identification of their effects. The participants were 4 elementary school teachers who are charge of the 1st, 2nd, 4th, and 5th graders of elementary schools respectively. The theme-based multidisciplinary integrated units of the 1st, 2nd, 4th, and 5th grade were developed and identified their effects through their classroom application.
The results of this study are as follows;
Firstly, theme-based multidisciplinary integrated units may guarantee the relevance and accountability of elementary school education. When theme-based multidisciplinary integrated units are developed, therefore, students' interests should be given the first priority and based on it, themes should be selected and the contents from multidisciplinary area should be co-organized. The key organizing center should be 'theme' when integrated units around theme are organized. Theme presents an orientation of integrated units, guarantees cohesion of the units, and gives usability of the contents organization. 'Interest' should be one of the main themes in order to make students participate in learning contexts with high interest. For doing this, student needs analysis must be carried out first and curriculum should be then integrated; it guarantees students' activeness and self-directed learning. The method of multidisciplinary integration is an typical approach to integrate curriculums. In order to fully reflect the learning contents, the curriculum should be scrutinized thoroughly by scanning and clustering it; it guarantees accountability of its integration.
Secondly, theme-based multidisciplinary integrated units can be developed according to the following order.
① Survey students' interests and needs. Learning questions and an interest or needs survey table can be used for.
② Select a theme. The theme selected should satisfy inducement of the interests, appropriateness of the development, propriety of the width, conceptuality, and possibility of connection among subject matters.
③ Scan and cluster the learning contents. The contents of the subject matters in terms of themes which students in the same grade learn should be scanned horizontally. In addition to this, similar contents should be clustered and the sequences of the contents be analyzed vertically.
④ Create a network. When a network is organized, graphic organizers can be used. The contents having been clustered and the ones beyond subject matters should be arranged together.
⑤ Organize Learning contents and activities. The scope and sequence of the sub-themes should be decided.
⑥ Set up goals. Along with the development of integrative perspective, the teaching and learning objectives of the subject matters integrated should be adjusted in terms of knowledge, skill, and attitude.
⑦ Make culminating assessment plans in terms of students' final achievement, performance, and evaluation plans on the program.
⑧ Make a plan for the unit application.
Lastly, theme-based multidisciplinary integrated units showed positive and significant effects on the students' interest and attitude on participation in learning, and final achievement. Because students actively participate in learning process from the early stages, they get to have high interests in learning. In turn, it makes them develop active and positive learning attitudes. It also brings about significant change in academic achievements of students.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 내용 = 6
• 3. 연구의 방법 = 7
• 4. 연구의 범위 = 10
• Ⅱ. 이론적 배경 = 12
• 1. 교육과정 통합의 의미와 필요성 = 13
• 2. 교육과정 통합으로서의 다학문적 통합 = 24
• 3. 단원의 조직과 통합 단원 개발의 이론적 틀 = 38
• Ⅲ. 주제 중심 다학문적 통합 단원 개발 모형의 구안 = 57
• 1. 조직 센터로서의 주제 = 58
• 2. 주제 중심 통합 교육과정 개발 모형의 검토 및 분석 = 70
• 3. 주제 중심 다학문적 통합 단원 개발 모형의 구안 = 102
• Ⅳ. 주제 중심 다학문적 통합 단원의 개발과 실행 및 평가 = 135
• 1. 통합 단원의 개발 = 135
• 2. 통합 단원의 실행 = 168
• 3. 통합 단원의 평가 = 179
• Ⅴ. 결론 및 제언 = 191
• 1. 결론 = 191
• 2. 제언 = 195
• 참고문헌 = 197
• (Abstract) = 206