초등학교 실과 교과서 삽화의 분석과 인식에 관한 연구 : 5학년 실과 교과서를 중심으로 = (A) Study on the Analysis and Recognition concerning the Illustration of Practical Arts Textbook in Elementary Schools : The Case of the 5th Year Practical Arts Textbook

다국어 초록 (Multilingual Abstract)

This study analyzes illustration of practical arts textbook and surveys recognition of teachers as well as students concerning the illustration of practical arts textbook to highlight the illustration's functions and values again and to present the directions of the illustration.
This study analyzed the 7th curriculum's the 5th year practical arts textbook. The objects of the questionnaire survey were the teachers as well as the 6th year students of elementary schools at North Gyeongsang Province and Daegu city in Korea.
This study analyzed the illustration by making a draft of 6 items of external side as well as 4 items of content side: The questionnaire tools consisted of 23 items for teachers and 10 items for students, which covered the illustration's external side and content side and teaching-learning activities: The answer was made in composition check having 5-level Likert to identify satisfactions, interests and preference of each item, and the results were analyzed by the SPSS/PC having frequency and percentages.
The results of this study were as follows:
1. There was much difference of the number of the illustration of the 5th year practical arts textbook depending upon each unit. This is because some of units, for instance, "The cultivation of flowers and vegetables", "Our meal" and "Making of supplies by needles and thread", need illustrations explaining a lot of examples as well as the order of practice than other units requiring many explanations based on theory.
2. The distribution ratio based on kinds of illustration varied depending upon each unit because of characteristics of units: The sizes of illustrations mostly were small because a lot of illustrations needed to be inserted to introduce practice and supply material considering characteristics of practical arts subject. In addition, photograph resolution often was a little blurred or unclear because of too small photograph sizes, so that photograph sizes are needed to adjust to elevate illustration resolution and produce visual learning effects. Proper arrangement of illustration helps learners to understand subject contents, while loose arrangement prevents them from understanding illustration contents exactly. Therefore, the illustrations need to be put at proper place to bring about interests of learning without being limited to place two much, and the illustration having too small-sized tool is not suitable to practice model: In other words, the ratio of tool size to illustration needs to be improved.
3. The illustration at the stage of "Problem analysis and investigation" occupied the highest ratio among all of the units. This is because practical arts_subject has a lot of contents for making and skill learning to learn life related contents and put it in practice at real life, so that the illustrations show practice and supply a lot of material to elevate learning effects. To raise learning efficiency, the ratio of the illustration of "essential skill" being essentially demanded as learning material needs to increase than that of either "decorative skill" or "supplementary skill": The examples of the illustrations of essential skill are the illustration illustrating the procedures and processes being difficult to explain by speaking and writing, the one explaining shapes and structure, the one explaining practice materials and situation rather than processes, and the one summarizing learning contents through diagram and chart, etc. At selections of textbook illustration, all of the illustrations need to coincide with their contents to elevate learning effects.
4. The teachers firmly believed that the illustration was as much important as text from outer shape aspect and its type had to be presented not in constant and simple way but in various ways from learning-teaching aspect and was to be simple, concise and vivid colored. They thought that the illustration inserted in current textbook needed to be improved from the aspects of arrangement with text, induction of learners' interests, distribution by unit and quantity, etc.
5. The teachers thought that the illustration had important Influence on teaching-learning activities such as learning motive creation at contents, types and colors, etc, and current textbook illustrations coincided with learning subjects as well as text contents, and impartial appearance of men and women of the illustrations' characters, motive creation at initial introduction scene and retention of unit learning contents, etc were improved than the illustration of the 6th curriculum: However, they also thought that not only the 6th year students cognition level's appropriateness but also the contents structure of the illustration inserted by each area was not timely. Therefore, the illustrations that can meet children level and is timely need to be developed.
6. The teachers were presented current practical arts textbook' illustrations to make use of them for practice model, and thought that characters (icons) as well as the illustration of table of contents of units were effective to understand characteristics of units and to show text development so that a lot of illustrations were used. The illustration was used much at "problem analysis and investigation" stage of teaching-learning stage, and was preferred in order of photograph, cartoon and drawing, etc. Comparing with "the results of high insertion ratio of not only problem analysis and investigation stage illustration but also photograph illustration" of reality and textbook illustrations analysis results, current textbook illustration is thought to be desirable from teaching-learning aspect.
7. The elementary school students preferred simple and concise drawing to complicated drawing and liked interesting drawing, by which they could know what to learn by watching it, and the one made consecutively like cartoons. The illustration for practice methods guidance was worth to consider even cartoon type of illustration: More effective illustration is needed to insert it to let students be interested in learning and get motive creation and understand and keep learning.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 제한점 = 3
• 4. 용어 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 교과서의 개념과 기능 = 6
• 2. 교과서 개발 체제 = 8
• 3. 삽화의 정의, 기능 및 선정 기준 = 10
• 4. 제7차 실과 교육 과정 = 20
• 5. 실과 교과서에 관한 선행연구 = 25
• Ⅲ. 연구방법 및 절차 = 26
• 1. 연구 대상 = 26
• 2. 연구 절차 = 26
• 3. 삽화 분석기준 구안 = 27
• 4. 설문조사 = 28
• Ⅳ. 결과 및 분석 = 29
• 1. 실과 교과서 삽화 분석 결과 = 29
• 2. 실과 교과서 삽화에 대한 인식 = 37
• Ⅴ. 요약, 결론 및 논의, 제언 = 49
• 1. 요약 = 49
• 2. 결론 및 논의 = 52
• 3. 제언 = 54
• 참고문헌 = 56
• 부록 = 58
• 초등실과교과서 삽화에 대한 의견조사 = 58
• 초등실과교과서 그림에 대한 의견조사 = 60
• Abstract = 61