제6차 유치원 교육과정에 나타난 환경교육 분석 = Analysis on environmental education appeared in the 6th curriculum of kindergarten

다국어 초록 (Multilingual Abstract)

The purpose of this study is to furnish the basic materials for developing the program of environmental education of kindergarten by analyzing the contents of environmental education appeared in the 6th curriculum of kindergarten and the guidance materials of educational activities of kindergarten. The analyzing subject of this study is the 6th curriculum of kindergarten and the guidance materials of educational activities of kindergarten. This study analyzed the contents of environmental education by the area of life and the area of environment appeared in the curriculum of kindergarten, and the contents of the environmental education by the subject of life and the area of environment appeared in the guidance materials of educational activities of kindergarten.
The findings proved from this study can be summarized as follows:
First, as the result of having analyzed the contents of the environment by the area of life appeared in the curriculum of kindergarten, the contents of environmental education was not suggested in any particular area separately. Instead they are suggested in five areas, such as Healthy Life, Social Life, Expression Life, Language Life, and Inquiry Life. Also each area of life has a colligated goal and its subordinate goal. According to the goal, the contents of education by level was suggested. The contents of environmental education are included in the goal of the area of life and its subordinate contents.
Second, as the result of having analyzed the environmental education by the environmental area appeared in the curriculum of kindergarten, the contents belonging to natural environment, artificial environment, resources, environmental conservation, environmental pollution, environmental sanitation, and countermeasure against environment were included in five areas of life. Also the contents by the area of environment consist of things related to the infants` daily lives in common. In natural environment, there are the contents of having interesting about the change of animal and plant according to the natural phenomenon and feeling beauty about nature, the difference of day and night, and caring about the earth and the universe. In artificial environment, there are the contents of operating of tool, the safe utilization of play facilities, keeping traffic rules, appreciating various works of molding, having interesting and watching about moving of environment. In resources, there are the contents of living sparingly, recycling of goods, intentional buying goods with saved money, careful dealing with books. In environmental pollution, there are the contents of speaking about the pollution of noise, preparing for the environmental pollution. In environmental conservation, there are the contents of separating trash in the fixed place, putting into practice the way of reducing trash, caring about environmental conservation, realizing importance of beautiful environment. In environmental sanitation, there are the contents of cleaning body and surroundings, making right eating habits, having appropriate rest, and preventing disease. In countermeasure against environment, there are the contents of realizing and coping with the dangerous situation, preparing for contaminated environment and disaster, questing circumstance with interest.
Third, as the result of having analyzed the environmental education by the subject of life appeared in the guidance materials of educational activities of kindergarten, the contents of environmental education were developed in various form of play in ten subjects of life, such as `Me and Kindergarten`. And the contents of the area of environment, such as natural environment, artificial environment, resources, environmental pollution, environmental conservation, environmental sanitation, and countermeasure against environment appear in the activities of play naturally. Also as the result of comparing the number of activities of environmental education by the subject of life, 'the earth and environment' was top as 23.4 % and the next ranking was 'animal', 'means of transportation`, 'season`, 'sound mind and body`, 'machinery and tools`, 'family and neighbors`, 'my country and other countries`, 'me and kindergarten`, 'special day`. Meanwhile, in the activities of environmental education handled in ten subjects of life, various teaching and learning materials were used. And as the result of comparing the number of activities by the material form, the percentage of the use of plane pictures and photographs was higher than actual objects and manufactured materials.
Fourth, as the result of having analyzed the environmental education by the area of environment appeared in the guidance materials of educational activities of kindergarten, among seven areas of environment, the activities of environmental education about natural environment were top as 42.5 % and the next was artificial environment, resources, environmental sanitation, countermeasure against environment, environmental conservation, and so on. Also as the result of having analyzed the concrete form of educational activities, the talking activity was top and the next was fairy tale, children`s verse, children`s play, number, operating, molding, science, on-the-spot study, language, music, outdoors, role, body, piling up, game, water·sand, computer, woodworking, and so on.

목차 (Table of Contents)

• 목차 = i
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구의 문제 = 5
• 3. 용어의 정의 = 5
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 유아 환경교육의 필요성과 동향 = 7
• 2. 유아 환경교육의 개념과 성격 = 18
• 3. 선행연구의 고찰 = 39
• Ⅲ. 연구방법 = 42
• 1. 분석대상 = 42
• 2. 분석방법 = 42
• 3. 분석절차 = 45
• Ⅳ. 유치원 교육과정에 나타난 환경교육 분석 = 46
• 1. 유치원 교육과정에 나타난 생활영역별 환경교육 분석 = 46
• 2. 유치원 교육과정에 나타난 환경영역별 환경교육 분석 = 60
• Ⅴ. 유치원 교육활동 지도자료에 나타난 환경교육 분석 = 65
• 1. 유치원 교육활동 지도자료에 나타난 생활주제별 환경교육 분석 = 65
• 2. 유치원 교육활동 지도자료에 나타난 환경영역별 환경교육 분석 = 90
• Ⅵ. 논의 및 결론 = 97
• 1. 논의 = 97
• 2. 결론 = 102
• 3. 제언 = 104
• 참고문헌 = 105
• 영문초록 = 109