2007년 개정 교육과정에 따라 편찬된 초등학교 과학 교사용 지도서에 대한 초등교사의 인식과 활용 실태

권치순 ( Chi Soon Kwon ),박병태 ( Byoung Tai Park ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.21 No.2

2007년 개정 교육과정에 의거해 새로 편찬된 초등학교 과학 교사용 지도서에 대한 현장 교사들 의 인식과 활용 실태를 조사하였다. 연구 대상은 서울시내 초등학교 3, 4학년 담임 및 과학 전담교사 188명이며 설문지로 조사하여 분석하였다. 분석 결과, 교사용 지도서의 총론에 대한 교사들의 이해가 각론에 대한 이해보다 비교적 낮은 것으로 나타났다. 이는 과학 및 과학교육의 본질, 교육과정의 목표와 내용의 선정과 조직의 원리, 과학 교수-학습의 다양성, 평가방법 및 평가도구 작성의 원리와 기법을 익히는 데 보다 심층적이고 전문적인 소양이 요구되기 때문인 것으로 사료된다. 과학과 교사용 지도서의 각론 및 활용 실태는 종전 교육과정의 교사용 지도서의 경우보다 상대적으로 높게 나타났다. 교사의 변인 즉, 성별, 경력, 전공, 수업에 대한 자신감 등에 따라 교사용 지도서에 대한 인식과 활용 실태를 분석한 결과, 교사들의 경력과 수업에 대한 자신감이 지도서 활용에 유의미하게 영향을 미친 것으로 나타났다. 특히 수업에 대한 교사의 자신감이 가장 큰 영향을 준 것으로 나타났는데, 이는 초등과학 교육의 질 향상을 위해서는 교육과정에 알맞게 교사용 지도서를 개선하는 노력뿐만 아니라 과학수업에 대한 교사들의 자아 효능감, 즉 보다 긍정적이고 적극적인 자신감을 가지도록 하는 것이 중요한 요소임을 시사하고 있다. This study explores how the actual teachers are using the new science teacher`s guide that has been revised and updated under the reformed curriculum. To this end, the study involved distributing the questionnaires to 188 third and fourth-grade teachers working within downtown Seoul. An analysis of these teachers` recognition of the general outline and the particular sections of the guide and their usage of it showed that the most problematic area was their recognition of the general outline of the guide. This study also analyzed how the teachers use the guide, by grouping them into different categories (i.e., gender, teaching experience, specialty, and the levels of teaching self-confidence). The analysis showed that teachers` self-perceived levels of teaching self-confidence were the most influential factor affecting how they used the guide. In other words, the higher the levels of teaching self-confidence the teachers feel, the better the usage of the guide they make. This finding implies that helping elementary-school teachers improve their sense of science teaching self-confidence could help improve their perceptions and usage of the science teaching guide.

초등학교 교육과정과 방과후학교의 연계 방안 탐색 연구

김수동 ( Soo Dong Kim ) 서울敎育大學校 初等敎育硏究所 2009 한국초등교육 Vol.19 No.1

이 연구는 초등학교 교육과정과 방과후학교의 연계 방안을 탐색하는 것이다. 공교육을 내실화시키기 위해서는 공교육 자체의 노력만으로는 부족하고 방과후학교의 도움과 연계가 필요하다고 사료된다. 정규 교육과정과 방과후학교의 연계를 추구하는 이 연구의 구체적 목적은 첫째, 학교 교육 과정과 방과후학교의 연계에 대한 이론적 기반을 탐색하는 것이다. 둘째, 연계의 이론적 기반과 교육 현장의 사례를 참고하여 운영 방안을 모색하고, 정규 교육과정과 방과후학교를 연계하는 교육인 적자원부 정책 연구학교의 운영 사례를 예시적으로 제시하고자 한다. 이 연구는 교과 영역뿐 아니라 특별활동과 재량활동 영역에서 연계 프로그램을 개발하고 운영하는 방안을 제시했다. 이는 학교 교육과정 운영과 방과후학교의 운영이 수요자의 요구에 부합하는 방향으로 나아가는 데도 기여할 것으로 보인다. 이 연구는 연구보고서, 저서, 논문, 세미나와 포럼 자료집 및 교육인 적자원부 정책 연구학교의 보고서 등을 활용하는 문헌 연구를 통하여 이루어졌다. 이 연구의 결론으로 연계에 대한 이론적 기반의 탐색에 관련된 사항 2가지와 연계의 운영방안 모색에 관련된 사항 8가지를 나누어서 제시하였다. 이론적 기반의 탐색에 관련된 결론은 연계의 이론적 기반을 조성해야 한다고 하는 등 2가지를 제시하였다. 연계의 초등학교 운영방안 탐색에 관련된 결론은 방과후학교 프로그램이 정규 교육과정을 심화 보충하는 등 적극적인 연계가 필요하다는 등 8가지를 제시했다. This study explores the linkage strategy between elementary school curriculum & after school. In order to substantialize public school education, it is judged to need help & support of after school. The aims of this study are as follows. First, the theoretical foundations on the linkage between elementary school curriculum & after school are searched. Second, By referencing the theoretical foundations on the linkage & the implementation cases of 2007 the policy research schools of the MOE (the Ministry of Education and Human Resources Development) link aging school curriculum & after school in elementary levels, explore implementation strategies for the linkage. Implementation strategies on the linkage between elementary school curricular, discretionary & extracurricular activities and after school are represented. These also will contribute the implementation of school curriculum which is matched to the need of students. This study is researched by literature review utilizing research reports, books, seminar & forum materials. Lastly, this study suggests 10 items in conclusion. The 2 of 10 items are concerned with the theoretical foundation exploration of the linkage between elementary school curriculum & after school. For example, one of them is as follows. That is, the theoretical foundation of the linkage between elementary school curriculum & after school should be established. The 8 of 10 items are concerned with implementation strategies exploration of the linkage between elementary school curriculum & after school. For example, one of them is as follows. That is, more positive linkage for deepening and complementing school curriculum is necessary.

初等敎育의 本質에 照明한 現行敎育의 課題와 改善方向

장찬익 서울敎育大學校 初等敎育硏究所 1993 韓國敎育論叢 Vol.6 No.-

특별활동 영어교육의 방향

이희숙 서울교육대학교 초등교육연구소 2000 한국초등교육 Vol.11 No.2

This essay aims at suggesting a new paradigm in teaching English for the new millenium. We usually identify the 21st century as the era of knowledge, information, communication, and culture. The written language form is getting more focus, as the age of computerized telecommunication is approaching. A nation's prestige, prosperity, and welfare depend more than ever on the software, such as cultural and knowledge industries. To cope with the 21st century globalized competitive society, we should foster in advance a new generation with feeling, fiction(imagination), femininity (3 Fs) plus with creativity, competitiveness, and competence (3 Cs). In this context the First Chapter provides a preview of the 21st century society and an overview of the 7th curriculum. Chapter 2 draws focus on the 7th extracurriculum and the existing extracurriculum activities under the 6th extracurriculum in the primary school as well. Chapter 3 argues how critical the integrating language teaching is and offers the most prominent, appropriate, integrating language teaching of EFL extracurriculum activities for the primary students. They are Topic-based, Story-based, and Drama-based approaches. Chapter 4 offers the summary of conclusion of integrating language teaching through Topic-based Storytelling and Topic-based Dramatizing. The EFL teaching-learning through 'Dramatizing' and 'Storytelling' enable learners to intake foreign language in a childlike, unanalytical, unconscious cognitive processing through various authentic interactive language activities. Language acquisition through real interactive use without conscious working load may be ideal. It is needless to say how both story and drama are crucial to language learning and encouraging of imagination, creativity, spiritual values, and an insight into life with ease and excellence as well. This study is not only for many teachers who want to refresh themselves English teaching in general, especially in the extracurriculum activities. It is also for prospective teachers who need to learn how to run English extracurriculum classes.

초등 도덕교과에서의 가정 연계 인권교육

노희정 ( Hui Jeong Noh ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.21 No.2

본 글은 초등학교 도덕교과에서 가정과 연계하여 펼칠 수 있는 인권교육에 대해 논의한다. 아동의 권리와 학생인권의 의미 및 일반원칙, 그리고 학생인권조례의 제정 취지 및 그 구체적 내용을 검토하고, 인권지식의 본질, 인권교육과 도덕교육의 관련성 등을 논의한다. 그리고 이러한 논의들을 토대로 하여 가정과 연계하여 구체적으로 실천할 수 있는 초등학교 도덕교과에서의 인권교육 방향에 대해 탐색한다. 가정과 연계한 초등 도덕교과 인권교육은 교사, 학생, 학부모 모두의 인권의식 신장에 기여하게 될 것이다. 인권에 대한 기본 개념을 습득하고 인권존중의 가치와 태도를 갖춘 초등학교 학생들은 장차 도덕적 인간으로 성장할 것이다. This paper argues about the education of human rights linked with family in the elementary moral subject. I review the meanings and general principles of child rights and human rights of students, and the established purports and concrete contents of the ordinance about human rights of students. and I argue for the nature of human rights know ledges, the relationship between human rights education and moral education. And I explore the education of human rights linked concretely with family in elementary moral subject on the basis of these arguments. The education of human rights linked with family in elementary moral subject would contributes to improvements in human rights sense of teachers, students, and parents. If elementary school students acquire basic know ledges about human rights and have values and attitudes respecting for human rights, they would become morally educated persons.

초등미술교육에 있어서 감상지도에 관한 연구

백중열 서울교육대학교 초등교육연구소 1999 한국초등교육 Vol.11 No.1

The whole man is thinked of the ideal of education in the East all the times. If you want to be a man of broad views and high intelligence, you should be the whole man. In connection with brains, the whole man is neither sensitive person leans to the right brains. Of course, the whole man is not a double-faced person. Namely, the whole man behaves according to compromise and cooperation of the both brains. Before the modern ages, people must use the both brains to appreciate a picture, not to speak of the East and the West. Because, the painter draw a picture by using the double brains, appreciators must use the double brains. But, it appear that the works lean to the right or the left brains after the modern ages. We must appreciate the works by using the double brains, for educational the fire arts appreciatio on because of affection in the other parts.

초등학교 4학년 실과의 식생활 실기 수행능력에 관한 연구 : 6차 실과교육과정을 중심으로

조순옥,정덕희 서울교육대학교 초등교육연구소 1999 한국초등교육 Vol.11 No.1

The purpose of this study was to improve the 7th curriculum of practical arts education for the fourth graders of elementary school, because the practical arts education for 4 graders was striked part off in seventh practical arts education curriculum. For this purpose, the study carried out by the practice of 163 fourth graders in elementary school on food and nutrition of practical arts education. The results of this study were as follows : 1. The pupil’s current performance level in competence needed for food and nutrition were improved highly on the ability of grasping of a fruits knife, of peeling an apple, of putting pieces of apple in a dish and on the ability of setting on the tabel with a dish of apple after the classes focused on practice than before. 2. The classes focused on practice and real experience for food and nutrition of practical arts education had effect upon the students as followings : Students thought that practice in school and working in home promoted the mental and physical developement for themselves. As a result of this study, it was verified that students were very interested to the performing of the practical task on food and nutrition, that pupil’s performance level on working of the practical task on food and nutrition was very higher after classwork than before. The result of this study also showed that elementary school student of fourth grade were positive about the classes focused on practice for food and nutrition. Therefore the curriculum of practical arts education must be established from third grade to sixth grade in elementary school.

초등학교 학부모의 방과후 교육욕구 분석

권순달 서울교육대학교 초등교육연구소 1999 한국초등교육 Vol.11 No.1

It is important for children to have a safe way to spend time after school. Parents hope to have the opportunity to bolster the education they receive during class with extra learning activities. The purpose of this paper is to analyze the parent need of After-school programs in the elementary school. Parent distrust about public education and devotion of their child gave raise to great private education. To solve the problems government urges to open after-school programs after finishing class. But in all the schools may not be opened the identical programs. Staffs must know parent having each another needs and school accept these parent needs. This paper provides information about after-school programs so that school can open programs which parents want and can choose the best one for their children. (1) Data of the effect of parent need of the after-school programs in elementary school was done. The response was analyzed by the t-test and x^2. (2) Theoretical causal modelling was designed through the model specification and it was verified structural equation model. Data of 661 parents in urban and country were collected. They were made up of 338(75 2nd graders, 67 3rd graders 65 4th graders, 52 5th graders, 74 6th graders) in Seoul and 323(49 2nd graders, 90 3rd graders, 62 4th graders, 69 5th graders, 58 6th graders) in Gyeongido. The verified results through this study are summarized as follows. First, there are not good after-school programs in country schools. And it was appeared facts that after-school programs does not drop the ratios of private education. Many parents are not satisfied with the present after-school programs. Second, the results from the verification of causal relation by SEM show the model to be suitable to the data. Several indices of goodness of fit identified that model fits well data Thx^2 is 54.90, p-value is .07, GFI is .99, AGFI is .98. A parent should look for responsible and caring staff, a safe and good environment, exciting and challenging activities, and other aspects of a well-run and enjoyable program. Parent need in after-school programs is important, and good programs will encourage parents to participate.

文化生猾 文字敎育論

方仁泰 서울교육대학교 국어교육과초등 국어 교육 연구소 2001 초등 국어교육 Vol.- No.11

교육대학 국어과 교육과정(심화) 構成案

方仁泰 서울교육대학교 초등교육연구소 2000 한국초등교육 Vol.11 No.2

This thesis have studied to make of curriculum plan in Korean primary school language teachers. Language teaching is very important that it is a basic of other lesson. Because language teacher's instructional ability interrelates other lesson's achieved result. Therefore the curriculum of 1anguage teaching is directly related a success of primary education in Korea. So I have tried to consist of curriculum in adopting our educational condition. To conclusion is as belows: First, primary Korean language education is a basic of all language teaching and a role of instrumental learning in other subject. So we ought to cultivate capability to do the culture production activity of language-literate. Therefore primary teachers must have a technical method and a professional personality. Second, at present the training of primary school teacher is shortage of many aspects. So it is necessary to be change of recognition and environment of our primary school. So to speak, primary school teacher may to take charge of only one subject. This has relation to the educational revolution. Third, it is much shortage for practical lesson of Korean language teaching that a future primary teacher are completed the whole course by a curriculum in teacher's training college. This is our task. But it is not difficult to solve, if we had have a valuable target to future along with our educational reality. Fourth, 1 have proposed a practical curriculum plan. It has planed to double folded hours and lectures are taken to all teacher's trainee. That is a bottom for primary language teaching. Because it is difficult to lesson Korean language sincerely.