초등기술교육(ESTE)에 대한 초등현직교사의 태도 - 초등기술교육의 실천을 위한 동기유발과 어려움 -

권혁수 한국교원대학교 교육연구원 2011 敎員敎育 Vol.27 No.4

Elementary School Technology Education(ESTE) has been conducted for providing students with more creative problem solving experience by introducing technological world and implementing hands-on activities The purpose of this study was to investigate elementary school in-service teachers' attitudes toward ESTE and concentrated on describing their motivation and obstacles toward the implementation of ESTE. This study established a theoretical background from reviewing relevant literature related to motivation theory and ESTE.. An instrument investigating elementary school teachers' attitude toward ESTE was developed based on the expectancy-value theory and was completed with a pilot study and experts' review. The participants in this study were 219 elementary school in-service teachers who took part in the teachers' training in the mid-western regions and consented to fill out the developed survey. Data collected through the instrument were analyzed through descriptive statistics, exploratory factor analysis, and independent sample t test by SPSS 17. The elementary school teachers' motivation toward ESTE was categorized into two constructs: perceived value of ESTE and perceived expectancy toward the ability of implementing ESTE. In this study, elementary school teachers' perception toward the ability of implementing ESTE was relatively insufficient while elementary school teachers's perception toward the value of ESTE was high. Concretely, they perceive the usefulness and necessity of ESTE (integrative efforts with other school subjects, Problem solving, creative thinking, and self-directed learning, and students' development in psychomotor domain) but they faced several obstacles to implement ESTE. In particular, they presented a low level of satisfaction toward contemporary learning objectives and contents for ESTE and suggested we prepare for physical environment and financial support for implementing ESTE with a priority. This study recommended further studies for students and pre-service teachers in elementary school. 초등기술교육은 기술의 세계에 대한 소개와 실천적 체험활동을 통하여 학생들에게 보다 창의적인 문제해결의 경험을 제공하고자 실시되어왔다. 이 연구의 목적은 초등기술교육에 대한 초등현직교사들의 태도를 파악하기 위한 것으로 초등기술교육의 실천을 위한 교사들의 동기유발과 어려움을 조사하는데 중점을 두었다. 이 연구는 국내외의 초등기술교육과 동기유발이론에 대한 문헌 연구를 통해 이론적 기초를 가진다. 초등기술교육에 관한 교사들의 동기를 알아보기 위하여 기대-가치(Expectancy-Value) 이론과 초등기술교육에 관한 문헌 연구를 통하여 조사도구를 제작하였다. 이 연구의 참가자는 중부지역에서 이루어진 초등 교사를 위한 2개의 연수에 참여한 302명의 교사들이며 이 중 설문 참여에 동의한 219명의 교사들이다. 수집된 설문지의 자료는 SPSS 17에 의해 기술통계, 탐색적 요인 분석, 독립적 t 검증을 통해 자료 분석이 이루어졌다. 초등기술교육에 대한 초등 교사들의 동기는 탐색적 요인 분석 결과 초등기술교육의 인식된 가치와 초등기술교육의 실천에 대한 자기능력의 기대로 구분된다. 이 연구에서 초등학교 현직교사들의 초등기술교육의 가치에 대한 인식은 높은 편이지만 이를 실천하기 위한 능력은 충분하지 않은 것으로 나타났다. 구체적으로 그들은 초등기술교육의 유용함과 중요성을 비롯한 다양한 가치들(다른 과목과의 통합적 시도, 학생들이 살아갈 미래에 필요한 것, 문제해결, 창의적 사고, 그리고 자기 주도 학습과 같은 고등사고능력, 그리고 학생들의 심동적 영역의 발달)을 인식하고 있으나 여전히 이를 실천하기에는 여러 어려움들이 있는 것으로 나타났다. 특히, 초등기술교육과 관련된 초등학교 교육과정의 내용과 목표에 대해 낮은 만족도를 나타냈고, 초등기술교육을 실천하기 위해 우선적으로 해결해야할 과제로 실습을 위한 물리적 공간의 확보, 실습 재정 지원, 등을 지적하였다. 이 연구는 초등학교 현직교사들을 대상으로 하는 인식조사연구로 초등학생과 초등예비교사의 초등기술교육에 대한 연구도 필요하다.

초등학교 입학연령 하향화 안에 대한 초등교사의 인식

조형숙,김설한 한국영유아교원교육학회 2010 유아교육학논집 Vol.14 No.1

Korean Government proposed looking downward the elementary school entering age from 6 to 5 in November 25, 2009. The government officials stated that the proposal of looking downward the elementary school entering age would help increase birthrate in Korea. It is necessary to review in the educational perspective if the policy of looking downward the elementary school entering age would help increase the birthrate. In this point, it is very important to know what the elementary school teachers think about the proposal. They can determine very well if 5-year-olds are capable to adapt elementary school because they have practical knowledge and experiences with young children. To ascertain elementary school teachers' notions of the proposed looking down- ward elementary school entering age, a total of 931 elementary school teachers from nationwide were surveyed and 11 teachers were interviewed. The interviews were conducted individually. The results of the survey indicated that most of the elementary school teachers who were surveyed in this study were against looking downward the elementary school entering age from 5 to 6. They think that the 5-year-olds are not developmentally ready. The also think that elementary teachers and schools are not prepared to teach them in good condition. The results showed that elementary school teachers had low teaching-efficacy for young children because they didn't learn how to teach young children properly and 5-year-olds were too young to learn the academics in elementary school. The findings of this study conclude that elementary school teachers want not to change school entering age. They proposed that government should provide more quality educational opportunities for young children in the context of early childhood education. This study implies that Korean government should cancel the proposal of looking downward the school entering age and provide more financial and educational support for the early childhood education of 3 to 5 year-olds. 본 연구는 2009년 11월25일 미래기획위원회에서 저출산 종합대책의 일환으로 발표한 초등학교 입학연령을 만 5세로 하향화하려는 정책안의 타당성을 제고하기 위해 초등교사의 인식을 알아보고자 하였다. 전국의 초등 현직교사 931명을 대상으로 설문조사를 실시하였고, 이 가운데 11명의 교사를 대상으로 면담을 실시하였다. 연구결과 초등교사들은 만 5세 취학안에 대해 대다수가 만 5세아의 발달적 부적합, 초등 교사의 교육능력 부족 및 환경의 부적합성을 근거로 반대 입장을 나타냈다. 또한 만 5세 취학안이 정부의 기대와 달리 저출산에 영향을 주지 못할 것이라는 의견을 제시하였다. 이에 따라 초등교사의 관점에서 초등학교 취학연령 하향화 방안은 철회되어야 하며, 선진국의 방향과 같이 유아교육체제를 더욱 공고히하고 지원을 늘여나가는 것으로 저출산에 대응하는 방향의 시사점을 제시하였다.

初等學校 「漢字」의 評價 방향과 실제

진철용 한국한자한문교육학회 2011 漢字 漢文敎育 Vol.27 No.-

This study is aimed to present content, type, form and guideline of evaluation for the elementary school teachers to more concretely refer to, discussion was developed aiming at 'written examination' and limited to 'intelligent learning evaluation.'In the Chapter 2, firstly, the content of 「Chinese Characters」of elementary school was reviewed to discuss evaluation on 「Chinese Characters」of elementary school. The researcher considered the Elementary School Education in Chinese Characters is necessary to be performed in a large outline of education in the interconnection with the Middle School Education in Chinese Characters, and extracted items among the Chinese Characters in the Middle School education and the content of vocabulary to be selected as available content for Chinese Characters in Elementary School. In the Chapter 3, the content of Evaluation on Chinese Characters of elementary school was selected. First, among the content of evaluation on Elementary School's 「Chinese Characters」, the items seemed to be proper for evaluation were arranged. And the researcher suggested considerately whether any among the questions of rating examination having many relations to the evaluation on the elementary school's 「Chinese Characters」 are proper for the evaluation of Elementary School. In the Chapter 4, the content of evaluation on Elementary School's 「Chinese Characters」 was selected on the basis of the Chapter 2 and the Chapter 3, and the researcher considerately set up the standard of achievement proper for the content. And the representative type and form of question according to each standard of achievement were suggested. If putting together the above matters, the Content of Evaluation on the 「Chinese Characters」 in Elementary School contain 13 kinds such as 'the shape․sound․meaning of Chinese Characters, organization of Chinese Characters, combination of the words, sound of the words, meaning of the words, application of the words, sound of the phrase, the outside meaning of the phrase, the inside meaning of the phrase, application of the phrase,' Standard of Achievement of each is 'to know the sound and the meaning of the Chinese Characters and read rightly, to read the sound of Chinese Characters rightly which have various sounds,' etc. And the types of the questions in evaluation on the elementary school's 「Chinese Characters」 were suggested with 20 examples, the form of the question in evaluation according to each type was suggested through being referred to existing studies. This study did not newly suggested new discussions scientifically. This study is relevant having tried to a little bit more concretely arrange and suggest the contents required when the general elementary school teachers decide the direction of evaluation on 'Chinese Characters' and compose the questions thereof. It is necessary to keep up researching concrete matters of evaluation on the elementary school's 「Chinese Characters」more minutely so as to prepare more detail and concrete guideline, and the direction of the evaluation on the Elementary school's 「Chinese Characters」, type and form of questions in Evaluation. 이 연구는 초등학교 교사들에게 보다 더 구체적으로 안내할 수 있는 評價 내용과 유형, 형식, 지침을 마련하고자 한 것이며, ‘지필평가’를 대상으로 하고 ‘지적 학습 평가’로 한정하여 논의를 전개하였다. 2장에서는 初等學校 「漢字」의 評價를 논의하기 위해서 먼저, 初等學校 「漢字」의 내용을 검토하였다. 필자는 初等學校 漢字敎育은 큰 틀에서 中學校 漢文敎育 연계선상에서 이루어져야 할 필요가 있다고 보고, 중학교의 한문과 교육과정의 한자, 어휘의 내용 중에서 초등학교 한자의 내용으로 선정할 만한 것을 추출하였다. 3장에서는 初等學校 「漢字」의 評價의 내용을 선정해 보았다. 우선 2장에서 추출한 初等學校 「漢字」의 評價의 내용들 중에서, 評價의 내용으로 적합하다고 생각되는 것들을 정리하여 보았다. 그리고 初等學校 「漢字」의 評價와 많은 관련을 가지고 있는 급수시험의 문제들 중에서 초등학교 評價에 적용할 내용인지의 여부를 필자 나름대로 제시하여 보았다. 4장에서는 2장, 3장의 내용을 토대로 初等學校 「漢字」의 評價 내용을 선정하고, 필자 나름대로 그 내용에 맞는 성취 기준을 설정하여 보았다. 그리고 각각의 성취 기준에 따른 대표적인 문항의 유형과 형식을 제시하여 보았다. 이상의 내용을 종합하면, 初等學校 「漢字」에서 評價할 내용은 ‘한자의 形․ 音․ 義, 한자의 짜임, 단어의 조합, 단어의 음, 단어의 뜻, 단어의 활용, 성어의 음, 성어의 겉뜻, 성어의 속뜻, 성어의 활용’이며, 각각에 대한 성취 기준은 ‘한자의 음과 뜻을 알고 바르게 읽기, 여러 가지 음을 가진 한자의 음을 바르게 읽기’ 등 13가지이다. 그리고 初等學校 「漢字」 評價 문항의 유형을 20가지 예시로 제시하였고, 각 유형에 따른 評價 문항의 형식을 기존의 연구를 참고하여 제시하였다. 이 연구는 학문적으로 새로운 논의를 새롭게 제시한 것은 아니다. 이 연구는 일선의 초등학교 교사들이 ‘한자’ 評價의 방향을 정하고 문항을 작성할 때에 필요로 하는 내용들을 조금 더 구체적으로 정리하여 제시하려 했다는 점에서 의의가 있다. 앞으로 初等學校 「漢字」 評價의 구체적인 사항들이 좀더 치밀하게 연구되어 보다 더 자세하고 구체적인 初等學校 「漢字」 評價의 지침과 방향, 評價 문항의 유형과 형식이 마련될 필요성이 있다.

장애자녀의 초등학교 취학유예 결정의 배경 : 어머니의 의견과 해석을 중심으로

이금진,박승희 이화여자대학교 특수교육연구소 2005 특수교육 Vol.4 No.2

본 연구는 초등학교 입학을 앞둔 자녀의 취학유예 결정에 관한 질적 연구를 수행함으로써 초등학교 입학을 앞둔 장애아동 어머니들의 어려움에 대한 이해를 심화하고, 장애자녀의 취학유예를 결정하게 된 배경에 대해 상세한 정보를 제공하고자 하였다. 취학유예를 시킨 아동의 어머니 12명을 대상으로 심층면담을 실시하여 질적 분석을 하였다. 그 결과 3가지 주요 주제가 도출되었다: (1) 초등학교 입학을 앞둔 어머니들이 자녀의 취학에 대해 느끼는 어려움으로는 “우리 아이들”의 문제로 인한 어려움, 자녀 취학에 대한 어머니적응의 어려움, 가족문제와 경제적 어려움, 취학정보 수집의 어려움 및 체계적 지원 부족의 어려움으로 요약되었고; (2) 어머니들의 취학유예 결정의 배경으로는 초등학교 취학자체에 대한 두려움과 학교 선택에의 어려움이 있었으며; (3) 어머니들의 취학유예 결정에 대한 해석으로는 연구 참여자 12명 모두 아동의 취학유예에 대해 만족해하고 있었다. 이러한 연구결과는 장애아동의 초등학교로의 전이와 취학유예에 대한 보다 전문적 관심과 연구가 필요하고, 이 전이시기에 부모를 지원하는 국가적, 사회적 차원의 지원체계가 시급히 필요함을 시사하고 있다. The transition from preschool to elementary school is a burden to children and their parents because elementary schools are different from preschools in curricula, educational atmosphere, teaching methods, and learning requirements. Accordingly, educational experts consider the transition from preschool to elementary school as a very critical time for the family of children with special needs. Thus, parents of children with special needs require a systematic supports at transition times. Children's school enrollment delay has risen every year, and the rate of school enrollment delay of children with special needs comes to even 18.8%. Ver few studies have dealt with school attendance delay of the children with special needs who have to transit from preschool to elementary school. In addition, parent supports or guide programs which can assist parents of children with special needs at transition periods are presently very rare. Thus, this qualitative study examines mothers' decision to delay the disabled child's enrollment in elementary school enrollment and generates a deeper understanding of mothers' opinions and interpretations on delay of elementary school enrollment of their children with disabilities. Twelve mothers of children with various disabilities enrolled in a university affiliated developmental center were interviewed by the researcher. As a result of a qualitative analysis, three themes were drawn from the interview data: (1) difficulties of mothers facing their children' enrollment in elementary schools; (2) the reasons for mothers' decisions on their children's school enrollment delay; (3) mothers' interpretations of the decisions on their children's school enrollment delay. The results were discussed with in terms of the need for increasing professional and research attention to the issues of transition from preschool to elementary schools and the delay of elementary school enrollment and enhancing systematic supports for parents of preschool children with special needs who have to transit to elementary schools. Some limitations of this study and suggestions for the future research were provided

만 5세 유아들이 인식하는 초등학교의 의미

이은진(Lee, Eun Jin),김정민(Kim, Jung Min) 한국포괄영유아아동교육지원학회 2020 포괄영유아,아동교육지원연구 Vol.8 No.1

본 연구의 목적은 만 5세 유아들이 인식하는 초등학교의 의미를 알아보는 데에 있다. 본 연구의 대상은 대구시에 소재한 B 어린이집 유아 23명으로 2019년 10월 1일부터 11월 15일까지 이루어졌다. 어린이집 자유 놀이 시간에 조용한 교실에서 연구자와 유아가 그림 그리기를 활용한 일대일 면접을 통해 자료를 수집하였다. 연구결과 첫째, 유아들은 초등학교에 재학 중인 형제, 자매, 부모, 교사로부터 얻은 초등학교에 대한 정보를 바탕으로 초등학교에 대한 이미지를 형성하고 차이점을 이해하였으며, 초등학교의 외부 모습이나 초등학생들의 모습을 통해 초등학교에 대한 정보를 얻고 있었다. 둘째, 초등학교 선생님에 대한 이미지는 부정적인 이미지가 긍정적인 이미지보다 우세하였으며, 유아들이 바라는 선생님의 모습은 착하고, 친절하며, 사랑해주는 교사로 표현하였다. 셋째, 유아들은 초등학교 입학 시 규칙의 준수, 스스로 해나가야 하는 것과 대인관계에 대한 부담감을 표현하였고, 동시에 초등학교에서 이루어질 새로운 배움과 만남에 대한 긍정적인 기대도 가지고 있었다. 넷째, ‘공부를 미리 준비해야 한다’는 표현과 초등학교 입학 전 ‘실컷 놀고 싶다’라는 면담 내용을 통해 유아들이 초등학교를 ‘공부하는 곳’으로 인식하고 있음을 알 수 있었다. 본 연구를 통해 성공적인 초등학교 적응을 위해 학습적인 측면만을 강조할 것이 아니라 교육의 주체자인 유아들의 이야기에 귀 기울임으로써 유아들의 고민은 무엇인지 어떠한 실질적인 도움을 줄 수 있을지 생각해볼 수 있는 계기가 될 수 있을 것이다. The purpose of this study is to understand the meaning of elementary school in what 5-year-old young children think. This study was conducted from October 1st to November 15th, 2019, with 23 young children at the Daegu-based B Daycare Center. During the free play time at the daycare center, researchers and young children collected data through one-on-one interviews by using drawing. According to the study, firstly, young children formed and understood the image of elementary school based on information about elementary school from brothers, sisters, parents, and teachers attending elementary school, and were getting information about elementary school through the exterior of elementary school or the appearance of elementary school students. Second, the image of the elementary school teacher prevailed over the positive image, and the image of the teacher desired by the young children was expressed as a kind, warm-hearted and giving love. Third, young children expressed being under pressure following the rules, having to do it on their own, and interpersonal relationships when entering elementary school, but at the same time had positive expectations for new learning and meeting in elementary school. Fourth, the expression to prepare for studying in advance and the interview to play as much as possible before entering elementary school showed that young children perceive elementary school as a place to study. This study will not only emphasize learning aspects for successful elementary school adaptation, but also listen to the stories of young children who are the subjects of education, so that we can think about what the concerns of young children are and what practical help we can provide.

초등학교 학급담임 교사가 인식한 학습부진학생 지도의 어려움 탐색

고재천(Ko Jae Cheon) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.1

이 연구는 초등학교 학급담임 교사들이 인식하는 학습부진학생 지도의 어려움이 무엇인지를 탐색하는데 있다. 구체적인 연구문제는 초등학교 학급담임 교사들이 지 각하는 학습부진학생 지도의 어려움에 대한 개념적 구조와 중요도는 어떠한가이다. 이를 위해 K광역시 소재 초등학교에 근무하는 학급담임 교사 15명을 대상으로 개념 도 연구방법을 통해 자료를 수집하고 분석하였다. 이 연구 결과는 다음과 같다. 첫 째, 초등학교 학급담임 교사들은 학습부진학생 지도의 어려움을 교사-학생과 지도- 지원의 두 차원으로 인식하고 있었다. 둘째, 초등학교 학급담임 교사들이 인식하는 학습부진학생 지도의 어려움은 4개의 군집으로 나타났으며, 학습부진학생의 학습 의욕과 능력 부족, 학부모의 관심 저조, 교사의 열의 부족 및 지도여건 미비, 학교의 지원체제 미흡이었다. 셋째, 학습부진학생 지도의 어려움에 대한 4개 군집별 중요도 의 차이는 그리 크지 않았으나, 교사의 열의 부족과 지도여건의 미비 요인과 학교의 지원체제 미흡 요인보다 학습부진학생의 학습 의욕과 능력 부족 요인과 학부모의 관심 저조 요인이 더 높게 나타났다. 이 연구의 결론은 다음과 같다. 첫째, 초등학교 학급담임 교사들이 인식한 학습부진학생 지도의 어려움은 학습부진학생 자신인 학 생, 학부모, 교사, 그리고 학교의 요인과 관련되어 있음을 알 수 있었다. 둘째, 초등 학교 학급담임 교사들은 학습부진학생 지도의 어려움과 관련하여 교사 요인과 학교 요인보다는 학습자 요인과 학부모 요인을 더 중요하게 인식하고 있었다. 셋째, 이 연구가 초등학교 학급담임 교사가 인식하는 학습부진학생 지도의 어려움에 대한 개 념적 구조를 밝혀 줌으로써 학습부진학생 지도 관련 이론의 정립과 이와 관련된 정 책 및 프로그램 개발에 활용될 수 있을 것이다. This study explored elementary school classroom teachers perceived difficulties instructing underachievers in elementary schools using concept mapping methods. The research questions are what the conceptional structures are and what importance of the difficulties instructing underachievers as perceived by elementary school classroom teachers are. This study analyzed data taken from interviews with 15 elementary school classroom teachers in two provincial office of education. As a result, 45 final statements were extracted and 15 participants classified and rated them. The methods of multidimensional scaling and cluster analysis were employed to estimate and categorize the dimensions and factors of statements. The results of this study are as follows: First, elementary school classroom teachers recognized this difficulties as ‘teacher-student dimension and ’instruction-support dimension. Second, elementary school classroom teachers were recognized in four clusters: lack of motivation and ability of underachievers, poor attention of parents, lack of teacher’s passion and instructional conditions, and lack of support systems in school. Third, elementary school classroom teachers perceived difficulties of ‘lack of motivation and ability of underachievers’ and ‘poor attention of parents’ were highly appreciated. The conclusions of this study were as follows: First, this study identified that elementary school classroom teachers perceived four difficulties instructing underachievers in elementary schools were related with factors such as students, parents, teachers, and schools. Second, this study found that elementary school classroom teachers were more highly important the difficulties of students and parents factors than other factors of difficulties instructing underachievers in elementary schools. And last, this study will provide appropriate basic data to identify the conceptual structures of the difficulties instructing underachievers.

서울 소재 병설유치원의 급식운영 현황 및 급식운영 관리에 대한 인식 조사: 초등학교 교장과 유치원 원감을 대상으로

정란미,김건희,오지은,함선옥,이승민 대한지역사회영양학회 2022 대한지역사회영양학회지 Vol.27 No.6

Objectives: This study examines the foodservice status of kindergartens attached to elementary schools in Seoul. We further determine the perception of elementary school principals and kindergarten assistant principals on the foodservice management for kindergartens. Methods: This survey was conducted from July 17 to 23, 2019, enrolling 207 kindergartens attached to elementary schools in Seoul. Questionnaires were sent to principals of elementary schools and assistant principals of kindergartens, and the data obtained from 89 kindergartens were included in the analysis. The questionnaire consisted of four parts: general information on subjects, foodservice management status, foodservice management status during elementary school vacations, and the perception of principals of elementary schools and assistant principals of kindergartens on foodservice management. Data are presented as frequency and percentage or mean and standard deviation. Statistical comparison between principals of elementary schools and assistant principals of kindergartens was conducted by paired t-test, chi-square test, and Pearson's correlation analysis. Results: A separate menu (10.1%) or recipe (20.2%) that considers preschooler characteristics was rarely used for foodservice at kindergartens attached to elementary schools. Most kindergartens did not have a separate dining space (3.4%) or a dedicated cook (93.3%). Although most kindergartens (92.1%) had operational foodservice during elementary school vacations, non-professional staff and non-nutrition teacher were mainly in charge of organizing the menu and purchasing ingredients (34.1% and 41.5%, respectively). The rate of using a contract catering company (28.0%, 23.2%) was also high. Both elementary school principals and assistant principals of kindergartens showed a high perception of the necessity for providing responsibility allowances for nutrition teachers and improving the cooking environment for kindergartens during elementary school vacations. Conclusions: There is a need for policies and administrative support measures to improve the quality of foodservices for kindergartens attached to elementary schools.

자녀의 초등학교 취학에 대한 학부모의 인식과 실태 및 지원 방안

장명림,김선미 한국유아교육학회 2018 유아교육연구 Vol.38 No.3

본 연구는 자녀의 초등학교 취학에 대한 학부모의 인식 및 실태를 알아보고 초등학교 취학을 위한 학부모 지원 정책 방안을 제시하는 데 목적이 있다. 이를 위해 유치원 학부모 2,136명, 초등학교 학부모 2,579명을 대상으로 설문조사를 실시하였다. 수집된 자료 분석의 주요 결과는 다음과 같다. 첫째, 초등학교 취학에 대해 가장 걱정하는 부분은 40분 수업/10분 쉬는 시간 적응 등이며, 학부모로서 어려운 점에 대해서는 자녀의 발달 수준에 대해 알지 못해서 등으로 나타났다. 둘째, 초등학교 취학 후 자녀의 어려운 점은 갑자기 어려워지는 학습내용, 교사-아동 상호작용 부족 등으로 나타났다. 또한 초등학교 취학 후 학부모의 어려움은 자녀의 사교육비용 부담과 숙제지도 및 준비물 챙겨주기 등으로 나타났다. 셋째, 취학준비 사교육은 기초학습 실시가 많았으며, 실시 이유는 학습의 기초를 다지기 위해서가 가장 높게 나타났다. 넷째, 초등학교 취학전 필요로 하는 정보는 입학할 초등학교 생활과 환경 특징 등 이었으며, 수집 방법으로는 주변 지인에게 물어보거나 스스로 찾는다는 응답이 높게 나타났다. 다섯째 초등학교 취학에 대해 유치원에 대한 지원 요구는 자녀의 사회성 발달 지원이 가장 높았으며, 초등학교에 대한 지원 요구로 개별아동에 대한 관심과 이해, 학교 적응에 대한 정보 제공으로 나타났다. This study aims to analyze parents’ awareness of and readiness for sending their children to elementary school, and provide plans to support both children and their parents in order to assist the children’s smooth transition to elementary school. A survey was conducted with 2,136 kindergarten parents and 2,579 elementary school parents. The main results of the collected data are as follows. First, the most worrisome issue about elementary school attendance was the 40-minute-long class/10-minute-break time adaptation. As for the difficulty of being a pre-school parent, a concern was expressed as the lack of knowledge about the development level of their children for elementary school. Second, as for the difficulty of the children after elementary enrollment was shown as the steep advancement of learning contents and the lack of teacher-child interaction. As for the difficulty of the parents after elementary enrollment was identified as the high cost of private education for the child. Third, private tutoring constituted the most preferred method of basic learning for the preparation of elementary school. The main reason for conducting private tutoring was to provide the child with a variety of experiences. Fourth, elementary school life and environmental characteristics were found to be the information most sought after, prior to entering elementary school. As for the information-gathering method, the parents inquired their acquaintances or found the answers themselves. Fifth, children’s social development support was shown as the most important factor for elementary school attendance in kindergartens, and parents urged the elementary schools to provide a support of understanding of individual children and information about school adaptation.

초등학교 자체평가 도구 개발 연구

김한나 한국교육학회 2015 敎育學硏究 Vol.53 No.3

This study aims to develop an elementary school self-Assessment Tool applicable to the school fields appropriately for the purpose and nature of elementary school and understand the validity and reliability. To this end, this study first identified the areas of elementary school self-assessment Tool was classified into four sub-categories: school culture and school management, elementary school's educational course, educational outcome and satisfaction, and school's self-evaluation and operation through literature review, consideration of previous studies, and expert consultation, conceptualized the areas. Then conducted the 1st, 2nd, and 3rd delphi survey for developing the items and questions for elementary school self-evaluation tool and drew area-specific evaluation items and questions. Based on this, this study conducted a preliminary review of 170 elementary school teachers in Seoul and capital area and then conducted a main survey of 601 teachers and made item quality analysis, reliability analysis, and exploratory and confirmatory factor analysis and as a result, item quality, reliability, and validity all appeared good. Through such a process, the elementary school self-Assessment Tool finally included four evaluation areas, sixteen evaluation items, and eighty nine evaluation questions. The development of elementary school self-Assessment Tool is very significant to all including student, parent, teacher, and principal. The utilization of the elementary school self-Assessment Tool developed in this study and implementation of the self-evaluation at the school level is expected to play an important role in developing and improving the school itself and helping students develop their basic fundamentals and sound personality at the elementary schools, where students’ basic growth is achieved. At this same time, it is also expected to improve cooperation and confidential relationship between principal, teacher, and parent in helping to take care of students’holistic and integrative growth. In such a sense, the elementary school self-Assessment Tool will be an important starting point for effective school operation. 본 연구에서는 초등교육의 목적과 성격에 부합한 학교현장에서 적용 가능한 초등학교의 자체평가 도구를 개발한 후, 그 타당도와 신뢰도를 살펴보고자 한다. 이를 위해 먼저 문헌과 선행연구 고찰 및 전문가 협의를 통해 초등학교 자체평가 도구의 영역을 크게 학교문화 및 학교경영, 초등학교 교육과정, 교육성과 및 만족도, 학교자체평가운영의 네 가지 영역으로 구인화하였다. 다음으로 초등학교 학교자체평가 도구의 항목과 문항 개발을 위한 1, 2, 3차 델파이 조사를 실시하여 영역별 평가항목과 평가문항을 도출했다. 이를 바탕으로 서울과 수도권 초등교사 170명을 대상으로 한 예비조사를 실시하고, 그 후 601명을 대상으로 본조사를 실시하여 문항양호도 분석, 신뢰도 분석, 탐색적·확인적 요인분석을 실시하였고 문항양호도, 신뢰도, 타당도가 모두 양호한 것으로 나타났다. 이와 같은 과정을 통해 최종적으로 초등학교 자체평가 도구는 4개의 평가영역, 16개 평가항목과 89개 평가문항으로 선정되었다. 본 연구를 통해 개발된 초등학교 자체평가 도구를 활용하여 각 학교에서 자체적인 평가를 실시함으로써, 기초적 성장이 이뤄지는 초등학교에서 학생들의 건전한 인격과 기본소양을 키우고 학교의 발전과 개선에 중요한 역할을 하기를 기대한다. 더불어 학생들의 전인적, 통합적 성장을 돌보기 위한 교장, 교사, 학부모의 상호 협력과 신뢰 관계가 개선되는 효과를 볼 수 있을 것으로 기대한다. 이러한 의미에서 본 연구를 통해 개발된 초등학교 자체평가 도구는 효과적 학교 운영을 위한 소중한 시초가 될 수 있을 것이다.

창의·융합형 인재 개발을 위한 초등 역사 연극 만들기 연구

김이경 한국연극교육학회 2022 연극교육연구 Vol.41 No.-

This paper applies theatre-making for elementary school students aimed at promoting creativity and cross-disciplinary talent development to Rhizome-based thinking. The introduction presents the two study questions on the current status of theatre education in elementary schools and the need for such education. The first question is, ‘Can Rhizome-based thinking be incorporated into theatre education in elementary schools?’ The second question is, ‘What are some examples of Rhizome-based theatre-making for elementary school students aimed at promoting creativity and cross-disciplinary talent development?’ To answer these questions, the points where Rhizome-baed thinking could be incorporated into theatre education in elementary schools were reviewed. First, Rhizome-based thinking needs to be incorporated into theatre for elementary students by moving away from theatre centered around text and language. Second, the principles of Rhizome of moving away from the territory must be incorporated into theatre education for elementary schools to constantly generate new things that break away from the mold pf existing elementary school theatre. Lastly, the principles of ‘becoming’ need to be incorporated to focus more on the process rather than the result. In 2018 and 2019 when the researcher was workng as a specialized instructor, there were theatre-making for elementary students. The researcher conducted history theatre-making classes for two years at Elementary School A in Gongju, Korea. In 2018, the performance “The Gongsan Fortress is Alive (I am not alone” won the gold medla and in 2019 the ‘The Legend of the Roasted Bean Powder Rice Cake“ won the bronze medal in the overall category and two students were given awards for their acting. There are three types of historical theatre-making that incorporats Rhizome-based thinking for elementary school students: The plot and format, design, and collaboration. As for plot, the performances of 2018 and 2019 both added a sub-plot featuring the students’ stories of here and now, to the original narrative. Students became more proactive in the theatre-making as their own stories were added to the historical narrative. In terms of format, a variety of formats was used. Just as in the principle of moving away from the original territory in Rhizome-based thinking, new things were created. The theatre pieces of the two years both used songs to capture the historical narrative and stories. Students were able to learn about history in an enjoyable manner by singing along songs. The theatres of those two years also used various objects, such as desks, fans, small hand-held drums, snap bags and LED light bulbs. For the design, the desk was used, along with banners to have students experience that many elements, in addition to acting, could be used in theatre. In 2019, due to the more affluent budget, a choreographer and music specialist were invited to offer students meet with new instructors and generate new points. Students participated in the composing of the story and the lyrics within the Rhizome-based theatre-making. In 2018, it was only about creating one’s own dance moves and lyrics, but in 2019, it also included creating raps and expressing one’s own opinion about formats. These example show that Rhizome-based thinking where horizontal attitudes are applied to roam, move away from the territory infinitely and recreating new territory, can be applied to historical theatre-making in elementary schools. The researcher hopes that this study will serve as a basis for more varied approaches to the history theatre-making for elementary school students aimed at promoting creativity and cross-disciplinary talent development.