우리나라 初等科學 敎育의 變遷에 관한 硏究 = (A) study on the changes of science education in elementary school

다국어 초록 (Multilingual Abstract)

This paper is aimed at furnishing data which will be of helf in developing science education, researching chronologically the features in the policy and curriculum of science education, in elementary science edcation in our country.
First, it researches chronologically the background of science edcation, focusing on the fact that politics and society have had an effect on education, studying the process of the changes in science education through the historical intricacies of our country.
Second, it analyzes the policy of science education based on the political, social and economic demands of enach period.
Third, it researches chronologically the features of curriculum : the formation and the aim of curriculum, edcucation and guidance in elementary science eduation.
For these purposes, in this paper we refer to documents : and both research and analyze the documents of science education, giving an explanarory note on the curriculum, the pre-treatises and the publications.
The conclusion can be summarized as follows : first the theory of curriculum has been changed and the principies, which education sought, have been dominated bby the changes in the policy and ideology of our country according to the political social changes. Therefore science education has been developed wihtout confirming a positive aim. That is, the original aim has drifted because the basic principle and the object of amendments, by the policy of science education, has always emphasized the university in national policy. To carry this out ignored the Law of Education and was inconsistent logically. So now, a curriculum policy will have to be consistent and solid,by keeping and carrying out the reform measures which have been founded through carrying out the pre-curriculum.
Second, from the first period of education in modern korea to the second the curriculum emphasized the ability and the attitude to apply science in real life activeties. In the third period the understanding of the basic concepts and the methods of inverstigation was emphasized. The fourth period included the definitive aim and the fifth included the deepest catagory of aim. But the aim of the curriculum did not match with that of the students grodes. Therefore, it seems that there has been lack of appropriatness and standards in the construction of the sustance for studies. Accordingly, the education system will have to establish goals for curriculum development to succeed in achieving the aims of the emendmnt, First by moving intentionlly step by step to macth appropriate study materials to the students' grade, and scond to organize approgriate substance for studies.
Third, in the area of guidance, until the second period of a curriculum developement, science study was concerned with life in general.
But from the third period, studying was achieved through investigation around the basic concepts of science. From the view point that the substance of studying is an experience for forming a good gronding in science.
So far, the quantity and standard of studying has not been proper to the substance of studying. Therefore science education, which consists of a reasonable substance in the quantity and standards of studing, must be presented.
Fourth, the features of science education, in the second period of alcurriculum development included practical sustance for the most part, and practical and pure science were carried out, but, gradually, converted systematically.
In the third period studies were achieved through inverstigation around basic concetps of science, but which were consistent with centralization. Therefore, now, the areas and the real situations of a school must be considered. that is, a curriculum which is proper to decentralization must be carried out. To realize a reasonable and effective education in science like this, the support of the goverment must implement the substantial fiances administration over a long period of time. It is neccessary for the present teachers to have an active attitude.

목차 (Table of Contents)

• 목차
• I. 序論 = 1
• 1. 硏究의 目的 = 1
• 2. 硏究의 方法 = 4
• 3. 硏究의 制限點 = 5
• II. 三國時代 以後의 科學敎育 = 6
• 1. 古代 技術管理 養成期의 科學敎育(三國時代~1880) = 6
• 가. 敎育的 背景 = 6
• 나. 科學敎育 政策 및 敎育內容 = 6
• 2. 舊韓國의 科學敎育(1880~1910) = 10
• 가. 敎育的 背景 = 10
• 나. 科學敎育 政策 및 敎育內容 = 11
• 3. 日帝下의 科學敎育(1910~1945) = 17
• 가. 敎育的 背景 = 17
• 나. 科學敎育 政策 및 敎育內容 = 18
• III. 政府 樹立後의 科學敎育 = 24
• 1. 敎授要目期의 科學敎育(1945~1954) = 24
• 가. 敎育的 背景 = 24
• 나. 科學敎育 政策 = 24
• 다. 初等科學 敎育課程의 特徵 = 26
• 2. 第1次 敎育課程期의 科學敎育(1954~1963) = 27
• 가. 敎育的 背景 = 27
• 나. 科學敎育 政策 = 28
• 다. 初等科學敎育課程의 特徵 = 30
• IV. 5ㆍ16 革命後의 科學敎育 = 32
• 1. 第2次 敎育課程期의 科學敎育(1963~1973) = 22
• 가. 敎育的 背景 = 32
• 나. 科學敎育 政策 = 33
• 다. 初等科學敎育課程의 特徵 = 35
• 2. 第3次 敎育課程期의 科學敎育(1973~1981) = 36
• 가. 敎育的 背景 = 36
• 나. 科學敎育 政策 = 37
• 다. 初等科學敎育課程의 特徵 = 40
• V. 第5共和國 以後의 科學敎育 = 42
• 1. 第4次 敎育課程期의 科學敎育(1981~1987) = 42
• 가. 敎育的 背景 = 42
• 나. 科學敎育 政策 = 43
• 다. 初等科學敎育課程의 特徵 = 45
• 2. 第5次 敎育課程期의 科學敎育(1987~1992) = 47
• 가. 敎育的 背景 = 47
• 나. 科學敎育 政策 = 48
• 다. 初等科學敎育課程의 特徵 = 48
• VI. 結論 = 51
• 參考文獻 = 56
• ABSTRACT = 57