유아평가에 대한 교사의 인식 및 실태

다국어 초록 (Multilingual Abstract)

The purpose of this study is to offer the basic reference in order to improve and activate the method of the child-evaluation in educational institutions for children by surveying the actual state of the evaluation in them and the teachers' perception of it.
The following questions were considered :
1. What are the actual conditions of the child-evaluation in educational institutions for children like?
2. How is the teachers' perception of the child-evaluation and what do they expect from it?
3. What differences are there among educational institutions for children (public kindergarten, private kindergarten, day-care center) in the actual conditions of the child-evaluation and the teachers' perception of it?
The objects of this study were 257 teachers working in public or private kindergartens and day-care centers. (public kindergarten teachers 79, private kindergarten teachers 92, day-care center teachers 86).
The method used in this research was a questionnaire, composed of 18 questions. The first-twelve questions asked for accurate descriptions of the practical application of the child-evaluation, and the others six questions were devised to ask about the teachers' perception and expectations of evaluation.
The result of this study are as follows :
1. The teachers responded that the child-evaluation in educational institutions for children got accomplished irregularly. The item to which they gave the highest priority was the basic life habits, while the lowest one was reading and writing ability. The most common methods of child evaluation were an interview with the parents and the observation method. These was no concrete and precise planning for the child evaluation. The interpretation of the evaluation data was not achieved in a systematic way, and the teachers had difficulty in setting standards for evaluation. Having an interview with parents utilized the result of the evaluation, keeping it in a daily document, and referring to it in setting up the teaching plan and in the process of teaching.
2. Most teachers thought the child-evaluation was badly needed. They recognized the purpose of the child-evaluation in that the evaluation was performed to help them understand the conditions of children's development. The biggest problem for the child-evaluation in educational institutions for children was the high ratio of children to teachers, and the others were overwork of teacher and inaccuracy of the concrete evaluation standard for the child-evaluation. Things to do to improve the child-evaluation appeared to be, first, the development of a valid and reliable evaluation method; second, training for teachers on child-evaluation; and third, the reduction of the number of children per class.
3. The kindergarten teachers evaluated their children with most emphasis on their basic life habits; the day-care center teachers on their health. The kindergartens performed the diagnosis-evaluation at the beginning of term better than the day-care centers. Keeping the evaluation results in a daily document was being well accomplished by the private kindergartens. Kindergartens sent the evaluation results to elementary schools; however, the contact between day-care center and elementary school was not satisfactory. The biggest problem for kindergarten teachers was the high ratio of children to teacher. The biggest problem for day-care centers teachers was the excessive workload.
The suggestions resulting from this study are as follows : 1. The enforcement of teacher training to improve the child-evaluation 2. The reduction of the ratio of children to teachers in order to reduce teachers' workload 3. The development and diffusion of the evaluation method and the study of the evaluation-standard 4. The formalization of the evaluation-result 5. Informing parents about the child-evaluation

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 유아교육에서의 유아평가 = 4
• 2. 유아평가 절차와 방법 = 10
• 3. 유아평가 결과의 기록 및 활용 = 19
• 4. 선행연구 = 21
• Ⅲ. 연구 방법 = 25
• 1. 연구대상 = 25
• 2. 연구도구 = 26
• 3. 연구절차 = 28
• 4. 자료처리 = 28
• Ⅳ. 결과 및 해석 = 29
• 1. 유아평가현황 = 29
• 2. 유아평가에 대한 인식 및 요구 = 52
• Ⅴ. 논의 및 결론 = 62
• 1. 연구결과에 대한 논의 = 62
• 2. 결론 및 제언 = 69
• 참 고 문 헌 = 72
• ABSTRACT = 77
• 부 록 = 81