초등학교 사회-무용 통합교육과정개발에 관한 연구 = (A) study on sevelopment of elementary school social studies-dance integrated education process

다국어 초록 (Multilingual Abstract)

In today’s society highlighting the importance of arts education, cultural arts education is important but the study on applicable cases to the actual field is insufficient.
This study proposed the integration education process model to connect dance serving as a help to study other subjects and contributing to the whole-person education with creativity and diversity and the other subject, as well as suggested the social studies-dance integrated teaching-learning method.
This study obtained the following conclusions as the result of analysis on the integrated education process model through dance by means of the literary study, survey research, depth interview, and inquiry meeting according to the social and socio-cultural need for dance arts education.

First, it aimed to increase the effect of cultural arts education by accomplishing the dual goals of efficient understanding of the subject and experiences of dance arts by understanding the content of the subject through the method of dance arts.
Second, the content of integration was extracted from the school education process, and the methodical element learning it followed the characteristics of the process of dance arts integration activities.
Third, the constituent elements of the integration education process followed creating, presentation, and appreciation falling into the knowledge, function, attitude, and method in the content.
Fourth, to evaluate the integrated education process, such various types of performance appraisal as a checklist, observation, a test and a quiz, and a photo folio were centered. In addition, teachers’ self-evaluation was made based on the data about learning process, learning result, and administrative matters.
According to the construction of abovementioned model, the social studies- dance integrated education process learning the content of social studies in a way of arts dance was suggested as follows. First, the learning content of each lesson and instruction process were presented and the relevant concept that was included in such the content was extracted and summarized. Then, lesson procedures to teach the content of social studies-dance teaching-learning method were schematized to propose the 34 lessons of the plan of each lesson. Lastly, the examples of instruction plans based on the schematized elementary school social studies-dance teaching-learning method. The learning step, first, made students understand the goal of knowledge, function, and attitude that were contents of the subject by using creation, a method of dance arts. Through this process, students were able to learn the subject content by exploring rhythmic, dynamic, spatial, relational characteristics suitable to express.
The presentation including self or self-directed presentation in the second presentation and appreciation process are the process expressing and planning the body directly to learn subject contents, and it is able to plan when, where, how, and why they should move, establish connections of movement and moving path, observe and analyze classmates’ presentations, so they can relearn the content of the subject through the process of appreciation for evaluation.
Based on the study, follow-up studies in various respects need to be continued to broaden the practical range of dance education in the elementary education to make dance studies more established in the elementary education as a cultural arts education, as the education is settled through a dance in future by providing various manuals applicable to the lessons through cooperation research between elementary school teachers to establish and activate the integrated education understanding the content of regular lessons in the school by using a dance arts method.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• 1) 연구범위 5
• 2) 연구문제 5
• 3. 연구방법 7
• 1) 연구과정 7
• 2) 연구방법 8
• 4. 선행연구고찰 9
• 1) 초등무용교육 9
• 2) 통합교육 13
• Ⅱ. 이론적 배경 17
• 1. 통합교육과정 17
• 1) 통합교육과정의 개념 및 필요성 17
• 2) 교육과정통합의 방법 24
• 3) 우리나라 통합교육과정의 변화과정 27
• 2. 문화예술교육으로서의 무용 30
• 1) 문화예술교육의 의의와 특성 30
• 2) 문화예술교육으로서의 무용교육 32
• 3. 예술통합교육 37
• 1) 예술교과간 통합교육 38
• 2) 교과간 통합교육 41
• 4. 초등학교 사회과 교육과정 43
• 1) 사회과 교육과정 분석 43
• 2) 사회과 교육내용 분석 45
• Ⅲ. 무용을 활용한 초등학교 통합교육과정 53
• 1. 무용을 활용한 통합교육과정의 목표 53
• 1) 목표 53
• 2) 통합의 방향 54
• 2. 무용을 활용한 통합교육과정 구성요소 57
• 3. 무용을 활용한 통합교육과정 평가 63
• Ⅳ. 사회-무용 교수․학습 과정안 설계 64
• 1. 초등학교 4학년 사회-무용 통합교육과정 64
• 1) 목표 및 내용 64
• 2) 차시별 계획 69
• 3) 교수․학습 지도안 72
• Ⅴ. 결론 및 제언 77
• 1. 결론 77
• 2. 제언 79
• 참고문헌 81
• ABSTRACT 89