만 5세 누리과정과 2009 개정 초등 1학년 통합교육과정의 연계성 비교 분석 -교사용 지도서를 중심으로- = Comparative Analysis on the Connectivity between NURI curriculum for 5-year-old children and 2009 Revised Integrated Curriculum for First Grade Elementary- based on the guidebook for teachers

다국어 초록 (Multilingual Abstract)

Comparative Analysis on the Connectivity between NURI curriculum for 5-year-old children and 2009 Revised Integrated Curriculum for First Grade Elementary- based on the guidebook for teachers.
Yang, Dong-in
Department of Child and Family studies
Graduate School, Kyungpook National University
Daegu, Korea
(Supervised by Professor Jung, Jung-hee)

(Abstract)
The purpose for this research is to figure out how to effectively connect education by analyzing the connectivity between the NURI curriculum for 5-year-old children and 2009 Revised Integrated Curriculum for First Grade Elementary. For the analysis, 8 different subjects such as school, seasons, family, and Korea, were selected from the guidebooks for teachers in the NURI curriculum and 2009 Revised Integrated Curriculum for First Grade Elementary. The proper activities representing the connectivity were chosen and examined within the subjects. In terms of objectives in each theme, how connected are the NURI curriculum for 5-year-old children and 2009 Revised Integrated Curriculum for First Grade Elementary In terms of activities in each theme, how connected are the NURI curriculum for 5-year-old children and 2009 Revised Integrated Curriculum for First Grade Elementary?
The Criteria Model of Moon Jeongwon (2013), which is a revised version of the Model of Jeong Taeyong (1995), was used as the analyzing instrument. The degree of connectivity was examined according to the following levels – connectivity Ⅰ development, connectivity Ⅰ enrichment, connectivity Ⅱ upward repeatability, connectivity Ⅱ repeatability, connectivity Ⅱ downward repeatability, connectivity Ⅲ stagnant, and connectivity Ⅲ regression.
1. The NURI curriculum has a total of eleven life topics and 2009 Revised First Grade Elementary Integrated Curriculum has a total of eight global themes. Given the fact that eight themes are common in both curriculums, it is reasonable to assume that the connectivity regarding themes has been promoted. As to the objectives in each theme, distinct connectivity was not shown according to these results-connectivity Ⅰ-a development, connectivity Ⅱ-a upward repeatability, connectivity Ⅱ repeatability, and connectivity Ⅲ regression. Based on the results, such patterns as connectivity stagnant and connectivity regression show us that some parts have a low level of connectivity. This is because the preschool education is not being administered on the correct level for preschool children. Rather, the educational contents are appropriate for first graders or even higher. Not only has the degree of connectivity shown variations but connectivity regression also appeared, even though there should be progress and advancement in education during a period of the transition from The NURI curriculum to 2009 Revised Elementary First Grade Integrated Curriculum. This represents that mutual interchange and connectiveness between kindergarten and elementary school has not been achieved optimally and needs to be improved.
2. In terms of connectivity on contents in teacher’s guidebooks for the NURI curriculum and the 2009 Revised First Grade Elementary Integrated Curriculum, the order of activities is the first task which needs to be tackled. The 2009 Revised First Grade Elementary Integrated Curriculum has put the emphasis on the student-centered learning where students themselves examine a certain topic related to the surrounding world and their interests. On the other hand, the NURI curriculum is more concerned with ‘play’-like activities and basic attitude formation activities which are administered differently based on each teacher’s principles. In terms of connectivity on activities by topic, the curriculums have shown connectivity in an average of 6 activities out of the eleven total themes in the NURI curriculum and eight themes in the 2009 Revised First Grade Elementary Integrated Curriculum. The theme which has the highest number of connected activities was Korea and the theme which has the lowest number was the one related to seasons. This means that when it comes to the quantity of the specific contents by topic, the number of connected activities needs to be distributed evenly. This research has been conducted only based on the teachers’ guidebooks with comparison criteria on connected themes and activities. Hence, there is limit to examining the connectivity in the real educational field. The following research needs to be conducted.

목차 (Table of Contents)

• Ⅰ. 서 론
• 1. 연구의 목적 및 필요성
• 2. 연구문제
• 3. 용어의 정의
• 4. 연구의 제한점
• Ⅱ. 이론적 배경
• 1. 만 5세 누리과정과 초등학교 1학년 통합 교육과정
• 1) 만 5세 누리과정
• 2) 초등학교 1학년 통합 교육과정
• 2. 연계성의 개념
• 3. 연계교육의 필요성
• 1) 발달적 측면
• 2) 교육 효과적 기대 측면
• 4. 선행연구
• Ⅲ. 연구방법
• 1. 연구 대상
• 2. 분석 내용
• 1) 목표
• 2) 내용
• 3. 분석 기준
• 4. 연구 절차
• Ⅳ. 연구결과 및 해석
• 1. 교육 목표 면에서의 연계성
• 2. 목표별 활동 내용의 연계성
• Ⅴ. 논의 및 결론
• 1. 논의 및 결론
• 참고문헌
• 영문초록