특수학교 기본교육과정 국어와 표준보육과정 의사소통, 유치원교육과정 언어생활의 연계성 연구

다국어 초록 (Multilingual Abstract)

A Study of connections between 'Korean' in the Basic Curriculum, 'Communication' in the Standard Childcare Curriculum, and 'Language Life' in the Kindergarten Curriculum

Seo, Yun-jeong

Major in Early Childhood Special Education
Graduate School of Education
Kongju National University

Advised by Prof. Jeon, Byung - un


The purpose of this study is to determine what and how the contents of 'Korean' in the basic curriculum are composed of as compared with standard childcare and kindergarten curricula in devising an efficient teaching plan and method for children with developmental disabilities in the subject of 'Korean', examine practical association of 'Korean' education at special school, and, ultimately, determine if the basic curricular system is properly composed of. It also aims to use the results to provide basic data that help make an inter-curricular connective composition in revising the subject of 'Korean' in the basic curriculum in the future.
For this purpose, literature review was implemented by collecting, comparing, analyzing, and arranging relevant literature.
Analysis was performed with reference to the outline and commentary of each curriculum to review volumes 1, 2, and 3 and teachers' guidebooks in the basic curriculum, 6 volumes of childcare programs containing specific contents of childcare for children aged 0 to 5 years, and 11 volumes of pre-school activity guidebooks for children aged 3 to 5 years. As for analytical procedure, contents concerning the subject of 'Korean' were drawn from each curriculum to select items for analysis, compare and analyze features, goals, and Korean-related contents according to the standards for the items, and determine inter-curricular connection. As for analytical methodology, a content association chart was made to arrange activity contents in standard childcare and kindergarten curricula on the basis of listening, speaking, reading, and writing for the subject of 'Korean' in the basic curriculum by using the framework of curricular analysis for each area.
According to the chart that showed all the associated contents of three curricula, the 1st and 2nd stages of listening, speaking, reading, and writing were associated with many parts of the early childhood education curriculum for children aged 0 to 5 years. Specifically, the 1st stage of listening and speaking was associated with the standard childcare curriculum for children below 2 years of age, and the 2nd stage of listening and speaking was connected with standard childcare and kindergarten curricula for children aged 3 to 5 years.
To this contrary, 2nd and 3rd stages of reading and writing, which were mostly at the elementary level as a superior concept to the pre-school level, were associated with curricula of early childhood education.
To put the results together, it is necessary to supplement those stages below and above 1st, 2nd, and 3rd ones of 'Korean' in revising the subject of Korean in the basic curriculum and devise a teaching-learning strategy and method for the subject of 'Korean' that enables an easy approach to the system of textbooks and the standardized curriculum with the objective of making a more effective teaching plan for students with developmental disabilities in the subject of 'Korean.'

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 문제 3
• 3. 연구의 제한점 4
• Ⅱ. 연구의 배경 5
• 1. 언어교육의 중요성 5
• 3. 교육연계성의 개념 6
• 2. 기본교육과정, 표준보육과정, 유치원교육과정의 특성 10
• 4. 국어교육 관련 내용체계 13
• 5. 선행연구의 고찰 16
• Ⅲ. 연구 방법 20
• 1. 분석 대상 20
• 2. 분석 절차 21
• 3. 분석 방법 22
• Ⅳ. 결과 및 해석 24
• 1. 국어 교육의 성격 24
• 2. 국어 교육의 목표 25
• 3. 국어 교육과정 내용 분석 28
• Ⅴ. 논의 및 결론 54
• 1. 논의 54
• 2. 결론 및 제언 60
• 참고문헌 63
• ABSTRACT 66