유아교육기관의 그림동화책 활용에 대한 교사의 인식 분석

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate teachers’ recognition of using picture books in early childhood educational facilities and to seek some insights for facilitating the use of picture books. To achieve this, questionnaires were distributed among the teachers randomly selected from kindergartens around Gumi, Gincheon and Chilgok areas of Gyeongbuk Province, Korea. The collected data were analysed by SPSS program. The result is as following.
First, the facilities tend to have, as their collection, domestic creative fairy-tale books first and domestic traditional fairy-tale books next and children prefer methods of using dolls(sticks, fingers, etc.) first and using fairy-tale books next. Teachers use 2～3 large-group activities a week and tend to ask children most frequently of ‘what do you think about the story?’ after fairy-tale class activities. And teachers tend to perceive the facilitation of creativity and imagination or linguistic development in the case of individualized teaching, as the primary goals of fairy-tale activity.
Second, more than a half of teachers think that it is very effective way to use extending(relating) the fairy-tale activity as beginning and ending of class. As for teachers’ effort for fairy-tale activities, most devotion was to collecting informations for young children’s books. The tendency is more intense in the case of teachers in public facilities than those in private facilities.
Third, more than a half of teachers have experiences of writing fairy-tale stories from time to time, and tend to think that it is necessary to have in-service education for fairy-tale related matters. This seems to be due to the fact that teachers have hard time in making materials for fairy-tale activities and collecting the related information since they have to adjust themselves to the Nuri curriculum for the children in the age of 3-5 and have to manage after-school classes.
Forth, teachers perceive that the biggest barrier to the use of fairy-tale books is the lack of time and money for making and preparing the materials of fairy-tale delivery, so that they cannot secure various and enough fairy-tale books for class. Moreover, the class is over-crowded to handle moderately. And as for the need of improvement, teachers tend to point out the need to develop and supply various delivery materials for fairy-tale stories and the need to secure library facilities for collecting fairy-tale books.

목차 (Table of Contents)

• 제 1 장 서 론 1
• 1.1 연구의 필요성 및 목적 1
• 1.2 연구의 내용 3
• 1.3 용어의 정의 4
• 제 2 장 이론적 배경 5
• 2.1 유아 그림동화책의 개념 및 중요성 5
• 2.2 유아기 언어발달의 특성 7
• 2.3 그림동화책의 종류 14
• 2.4 교사의 역할 16
• 2.5 선행연구의 고찰 19
• 제 3 장 연구의 방법 22
• 3.1 연구도구의 구성내용 22
• 3.2 연구대상 및 표집방법 23
• 3.3 자료의 처리 방법 24
• 3.4 연구의 제한점 24
• 제 4 장 결과 분석 및 논의 25
• 4.1 그림동화책 집단별 활용에 대한 인식 분석 25
• 4.2 그림동화책에 대한 인식 분석 50
• 4.3 그림동화책 활성화 방안에 대한 인식 분석 56
• 제 5 장 요약․결론 및 제언 59
• 5.1 요약 59
• 5.2 결론 60
• 5.3 제언 61
• [참고 문헌] 62
• [부록] 66