유치원과 초등학교 1학년 수학교육과정에 관한 비교 분석 = (The) Comparison and Analysis of Mathematics Curricula for Kindergarteners and Elementary First Graders

다국어 초록 (Multilingual Abstract)

The purpose of this study aimed at comparatively analysing mathematics curricula for kindergarten pupils and elementary first graders, especially their goals, contents, teaching methods and evaluation in order to provide data needed for the compilation of teaching materials in the future, subsequently along with the intention of connecting learning activities among different grades.
In consequent, results were revealed, as follows:
First, as a result of having conducted an analysis on national level of the educational goals of the sixth kindergarten curriculum and the seventh curriculum for elementary first graders, it was found that both of them ultimately emphasized the cultivation of such abilities and attitudes as can rationally solve the problems they were faced with in their daily life.
However, the kindergarten curriculum did not suggest their detailed goals, as compared with that of elementary mathematics, which necessitated the suggestion of detailed goals of mathematics.
Second, an analysis on a national level of the contents of the sixth kindergarten curriculum and the seventh elementary mathematics curriculum for first graders revealed that both curricula better structured and systematized the contents than those which had been loosely manifested in the past, including in themselves diversified contents by being shifted from a thinking ― to an inquiry ―centered system. However, the kindergartener curriculum and the elementary first grade mathematics curriculum are so structured that both of them can be well connected between their contents but the different titles of the contents and different contents in the subordinate course may not achieve harmonious connection between the two groups.
Therefore, as was the case with the unification of the contents system in elementary, middle and high school mathematics curricula, we need to unify the titles of contents in the kindergarten mathematics curriculum. Moreover, an analysis of the number of mathematics activities between the kindergarten and elementary first grader mathematics curricula showed that the former frequently dealt with such activities as 'classification, ordering, comprehension of the basic concepts of numbers, comprehension of fundamental notions of space and figures,' while the latter put emphasis upon 'numbers and operation.'
Third, an analysis of the sixth kindergarten curriculum and the seventh elementary first grader mathematics curriculum pointed out that the first level of the kindergarten curriculum focused on private and subgroup activities, the second level on subgroup activities, whereas 1a in the elementary first grade first semester concentrated on private activities, 1b on private and population activities. That is, kindergarten and elementary first grade curricula are suggested in the form of private and subgroup activities.
Fourth, an analysis of teaching methods in the curricula of both groups disclosed that both proposed learner-, activity- and play-centered diverse learning methods, teaching materials using devices specially made, and teachers' open and extensive questions.
Fifth, an analysis of the contents of evaluation of both curricula showed that both of them emphasized evaluation based on their learning goals. However that of the kindergarten focused on the evaluation of growth for the whole man, changes in development through mathematics education, while the first grade curriculum on evaluation for improvement in mathematics learning to be connected to higher grades. Furthermore, the latter proposed diverse methods of evaluation rather than that based on goal-oriented results. However, the standard of kindergarten evaluation is obscure, as compared with that of the elementary school, thus being not carried out worldwide. In consequence, we should develop a new clear evaluation reference, an ideal evaluation tool and formulization of evaluation so that teachers can efficiently perform evaluation on their pupils.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• II. 연구방법 = 5
• III. 이론적 배경 = 8
• 1. 최근 수학교육의 이론적 동향 = 8
• 2. 우리나라 유치원과 초등학교 수학교육과정 = 18
• A. 우리나라 현 유치원 수학교육과정 = 18
• B. 현 초등학교 1-6학년 수학교육과정 = 20
• 3. 수학교육의 목적, 내용, 활동형태, 교수학습방법, 평가내용에 대한 이론적 고찰
• A. 수학교육의 목적 = 18
• B. 수학교육 내용 = 20
• C. 수학교육 활동형태 = 22
• D. 수학교육의 교수학습방법 = 23
• E. 수학교육의 평가 = 27
• IV. 수학교육과정의 비교 분석 결과 및 해석 = 29
• 1. 유치원과 초등학교 1학년 국가수준의 수학교육 목표 비교 분석 = 29
• 2. 유치원과 초등학교 1학년 수학교육과정의 내용 비교 분석 = 34
• 3. 유치원과 초등학교 1학년 수학교육내용에 대한 활동형태 비교 분석 = 49
• 4. 유치원과 초등학교 1학년 수학교육 교수학습법 비교 = 56
• 5. 유치원과 초등학교 1학년 수학교육 평가 내용 비교 = 58
• V. 논의 및 결론 = 61
• 1. 요약 = 61
• 2. 논의 및 결론 = 63
• 참고문헌 = 74
• 부록 = 83
• 영문초록 = 96