국공립 유아특수교사의 자연친화교육에 대한 인식 및 활용

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the awareness of early childhood special education teachers in national and public kindergartens and schools about nature-friendly education and their implementation of that education in a bid to provide some information on possible reform measures for nature-friendly education and the improvement of its efficiency.
Three research questions were posed:
1. What is the outlook of early childhood special education teachers in national and public kindergartens and schools on nature-friendly education?
2. What is the state of the implementation of nature-friendly education among early childhood special education teachers in national and public kindergartens and schools?
3. What are problems with nature-friendly education and feasible reform measures?
The subjects in this study were 125 early childhood special education teachers. Out of them, 116 teachers who were in charge of disabled preschoolers in national and public kindergartens and special schools across the nation were surveyed, and nine teachers who worked in kindergartens and special schools in North Choongchung Province were interviewed to find out their awareness and implementation of nature-friendly education.
The questionnaire used in this study was prepared based on the questionnaires utilized in earlier studies. After a pilot survey was conducted to finalize the questionnaire, the content validity of it was verified by a special education professor. The interview questions were prepared based on earlier studies, and a special education professor and two early childhood education teachers were asked to review the interview questions to improve their content validity. The interview questions were finalized after a pilot interview was carried out.
The answer sheets from the 116 teachers were coded and analyzed by the statistical package PASW 18 to obtain statistical data on their general characteristics, awareness and implementation of nature-friendly education and opinions on problems with that education and reform measures. The interviews with the other teachers were recorded and then transcribed, and when there was something uncertain or insufficient, that was double-checked by phone or e-mail. After the interview data were categorized by minor theme and then encoded by theme, major cases were selected from the data.
The findings of the study were as follows:
First, the early childhood special education teachers took a positive view of nature-friendly education, and perceived that it produced great educational effect. Furthermore, they absolutely agreed to the necessity of that education, and thought that young children should start to receive that education in early childhood or even before that.
Second, several kinds of activities were mostly provided by the early childhood special education teachers such as taking a walk, outdoor play, vegetable gardening, plant raising/observing, animal breeding or activities utilizing natural things, but there were some differences among their nature-friendly education activities according to their own interest or educational setting. Overall, the most prevalent activities were taking a walk and outdoor play, and animal breeding wasn't rampant, which was demanding and required particular environments.
Third, as a result of asking what improvements should be made to iron out problems with nature-friendly education, they called for the development of related programs, training sessions, better educational conditions, safety education and assistant teachers. In addition, they mentioned that the way teachers, administrators and parents looked at nature-friendly education should be changed, and that teachers themselves should direct more energy into that. In a word, the teachers were most in want of related programs and training, and they also considered it necessary to conduct safety education and to be helped by assistant teachers since this education entailed lots of outdoor activities. At the same time, it's important for teachers, administrators and parents to see nature-friendly education in a new light, and existing educational setting should urgently be improved.

목차 (Table of Contents)

• I. 서 론
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경
• 1. 유아교육에서의 자연친화교육 5
• 1) 자연친화교육의 개념 5
• 2) 자연친화교육의 중요성 및 교육적 효과 6
• 3) 유아특수교육에서 자연친화교육의 필요성 9
• 2. 자연친화교육 프로그램 11
• 1) 교육내용 11
• 2) 교수ㆍ학습방법 13
• 3. 자연친화교육과 유아교사 15
• 1) 자연친화교육에서 교사의 역할 15
• 2) 자연친화교육에 대한 교사의 인식 16
• Ⅲ. 연구방법
• 1. 연구대상 18
• 2. 연구절차 21
• 3. 자료처리 및 분석 26
• Ⅳ. 연구결과 및 해석
• 1. 설문지 조사 결과 29
• 2. 면담 결과 41
• Ⅴ. 논의 및 결론
• 1. 논의 68
• 2. 결론 및 제언 72
• 참 고 문 헌 74
• ABSTRACT 80
• 부 록 84