유치원 교사의 교육과정 관심도에 따른 유치원 교육과정 운영 실태조사 : 부산지역을 중심으로

다국어 초록 (Multilingual Abstract)

This investigation was to look into the reality of preschool curriculum implementation especially from the perspective on the preschool teachers' the curriculum concern stages. Samples were 426 teachers who were currently working in the preschools in the area of Busan. Research tools employed in this study were two types of questionnaires: One has measured teachers' interest in the curriculum concern stages and the other measured the reality of the implementation of education curriculums. Data was analyzed by SPSS/PC for Win 10.0.
The findings of this study were as follows:
First, the curriculum concern stage indicated meaningful statistical difference by the level of the teacher's education and career.
Second, as for the selection of education contents, there did not appear meaningful statistical difference by the level of their interest overall in teacher's priority in choosing education material and reference material for education plan, and education by student level and its reason. But there appeared meaningful difference by teacher's interest level in the range of x2 =17.775, p<.01 when it came to making weekly education plan and selecting education subject.
Third, the implementation of daily plan was looked at with regard to the management of education curriculum in connection with the teacher's interest level. And there was no meaningful difference by teacher's interest level when it came to the time of daily lesson and optional activity, the most activity of daily lesson, and the drawing of daily educational plan. however regarding the composition of groups, there appeared meaningful difference by teacher's interest in education curriculum in the level of x2 =18.870, p<.01
Fourth, with regard to the level of teachers' daily work, the findings were as follows. There was no significant statistical difference, the time and way of lesson preparation, and alternative for ill prepared class. But there was significant statistical difference with the alternative measures in case of that planed activity was implemented. Especially for the implementation, there was meaningful difference by teacher's interest level in the level of x2=10.586, p<.05.
Finally, it was looked at if there was any difference in the evaluation of education curriculum and the findings are as follows: There was meaningful difference with regard to whether it should be evaluated and how to evaluate and its utilization of evaluation result but there appeared no difference in the timing of the evaluation. And the most popular way of evaluation was keeping anecdotal recording, and the next popular way was portfolio, checklist or using the data of parents' counseling.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• 3. 용어정의 5
• Ⅱ. 이론적 배경 7
• 1. 교육과정의 개념 및 변천과정 7
• 2. 교육과정 관심단계 15
• 3. 유치원 교육과정의 운영 19
• 4. 선행연구 고찰 23
• Ⅲ. 연구방법 27
• 1. 연구대상 27
• 2. 측정도구 27
• 3. 연구방법 및 절차 30
• 4. 자료처리 31
• Ⅳ. 연구결과 및 해석 32
• 1. 배경변인에 따른 유치원 교사들의 교육과정 관심단계 비교 32
• 2. 교육과정 관심단계에 따른 유치원 교사들의 교육내용 선정 비교 35
• 3. 교육과정 관심단계에 따른 유치원 교사들의 일과운영 계획 비교 40
• 4. 교육과정 관심단계에 따른 유치원 교사들의 일과활동 수행정도 비교 45
• 5. 교육과정 관심단계에 따른 유치원 교사들의 평가방법 비교 50
• Ⅴ. 요약 및 결론 55
• * 참고문헌 61
• * Abstract 65