스토리텔링을 활용한 초등사회과 교육과정 재구성 방안 = A Reconstruction of Social Studies Curriculum through the Utilization of Storytelling in Elementary School

다국어 초록 (Multilingual Abstract)

This study aims to enable learners to be able to communicate with others while creating and constructing their knowledge actively by avoiding a mechanical and passive view of learners and by having them learn through the construction of learning situations by themselves in the context of learning through the reconstruction of the existing curriculum by actively utilizing the imagination and creativity of children while overcoming the problems in the existing traditional curriculum.
The reconstruction of the elementary school social studies curriculum utilizing storytelling is meaningful in that it makes children compose their own curriculum with their motivation for learning, which children feel sympathy about, by utilizing storytelling. This storytelling properly reflects the children's experiences and emotions by overcoming the limitations in the traditional curriculum that values a separated curriculum and a cognitive domain. Also, the reconstruction of the curriculum becomes a way for teachers to express their professional and practical knowledge.
The reconstruction of the elementary school social studies curriculum with the use of storytelling is not a new curriculum that is counter to the existing curriculum, but it is to enable students to make more in-depth learning by adding a storytelling factor to the existing curriculum. The appearance of the desirable classroom needed for the social studies curriculum may include a classroom where teachers and students learn through discussions and debates with open minds, a classroom where students discover problems by themselves and solve them in diverse ways, and a classroom where conversations and discussions are actively offered in a free atmosphere. It is storytelling that can be most effectively utilized in such classrooms.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 내용 및 방법 7
• 3. 연구의 제한점 8
• Ⅱ. 이론적 배경 9
• 1. 스토리텔링 9
• 2. 디지털 스토리텔링 12
• 3. 초등사회과와 스토리텔링의 관련성 14
• Ⅲ. 스토리텔링을 활용한 교육과정 재구성 23
• 1. 스토리텔링 활용을 위한 교육과정 내용 분석 23
• 2. 스토리텔링 활용을 활용한 교육과정 재구성 32
• 3. 교수․학습안 43
• Ⅳ. 결론 및 제언 52
• 1. 결론 52
• 2. 제언 53
• 참고문헌 54
• 영문초록 57