보육교사의 표준보육과정에 근거한 수학교육 인식 및 실태

다국어 초록 (Multilingual Abstract)

The present study aimed to identify childcare teachers' recognition and application of mathematics education which is based on the standard childcare curriculum.
The questions of the study were as follows:

1. How is childcare teacher's cognition on mathematics education based on the standard childcare curriculum?
2. How is childcare teacher's application on mathematics education based on the standard childcare curriculum?
3. How is the practice of mathematics education of childcare teachers ?

The subjects of the present study were 200 childcare teachers who were randomly selected from 30 public, private, and corporate childcare centers in 'G' City. Total 200 questionnaires were distributed to the subjects and 153 questionnaires were used for the analysis.
For the analysis of the study, the mean and the standard deviation were calculated, and a one-way analysis of variance (ANOVA)was conducted to find out recognition and application of childcare teachers on mathematics education in the standard childcare curriculum. The SPSS(12.0) program was used for data analysis.
The results of the present study are as follows.
First, Childcare teachers' recognition on the purpose of mathematics education in the standard childcare curriculum was different by childcare teachers' major, childcare center's accreditation, attendance in mathematics coursework, and training experience for the standard childcare curriculum.
Recognition of teachers on the standard of mathematics education in the standard childcare curriculum was different by childcare center's accreditation, attendance in mathematics courseworks, and children's age of the class in charge; and Recognition of teachers on mathematics education contents was different by childcare center's and children's age of the class in charge.
Second, Childcare teacher's application of mathematics education based on the standard childcare curriculum was different by childcare teachers' educational level, training experience for the standard childcare curriculum, and children's age of the class in charge; application of mathematics education plan was different by teacher's major, attendance in mathematics courseworks, and training experience for the standard childcare curriculum; and application of mathematics education contents was different bythe year of teaching experience and educational level , institutional type that teachers work, accreditation ,training experience for the standard childcare curriculum, and children's age of the class in charge.
Third, in surveying on the practice of childcare teacher's mathematics education, childcare teachers were lack of knowledge on mathematics education; they mainly used concrete objects as methods for mathematics education; and they were conducting mathematics education with small group. Most teachers assigned less than 20 minutes for mathematics education per day; mathematic materials and aids were purchased in the market; and the standard childcare curriculum was used as reference for planning of mathematics education.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 7
• 1. 표준보육과정 7
• 1) 표준보육과정의 구성 체계 7
• 2) 표준보육과정에서의 수학 교육 내용 7
• 2. 보육교사의 표준보육과정과 수학 교육에 대한 인식 10
• 1) 보육교사의 표준보육과정 인식과 적용 10
• 2) 보육교사의 수학 교육 인식 11
• 3. 보육교사의 수학 교육 실태 13
• Ⅲ. 연구방법 16
• 1. 연구대상 16
• 2. 연구도구 17
• 3. 연구절차 18
• 4. 자료처리 19
• Ⅳ. 결과 및 해석 20
• 1. 보육교사의 표준보육과정에 근거한 수학교육의 인식 20
• 2. 보육교사의 표준보육과정에 근거한 수학교육의 적용 26
• 3. 보육교사의 표보육과정에 근거한 수학교육의 실태 32
• Ⅴ. 결론 37
• 1. 논의 및 결론 37
• 2. 제언 46
• ∎ 참고문헌 47
• ∎ 부록 52