「제6차 유치원 교육과정」의 현장 운영과 교사의 이해에 관한 질적 연구 : 자유선택 활동을 중심으로 = A Qualitative Study on the Field Operation and Teacher's Understanding of "The 6th Kindergarten Curriculum" : Focused on the Free Play

다국어 초록 (Multilingual Abstract)

This study purposes to find the problems in the field operation of national level of kindergarten curriculum and to suggest the alternative resolution of the issue by qualitative approach of the implementation and teacher's understanding of "The 6th Kindergarten Curriculum". The reason why adopting the qualitative approach method in this thesis is to find the reality of the variety and complexity of educational implementation in the context.
As to the purpose of the study, following issues were set to analyze.
First, how the implementation reality of the free play in "The 6th Kindergarten Curriculum" was executed considering the environmental condition, the type of teacher's activity, and reciprocal relationship?
Second, what are the difficulties in the free play?
Third, how teachers understand "The 6th Kindergarten Curriculum" through the free play activity?
The objects of the study were 146 children of 5 years old and the teachers from four classes of four kindergartens(two private kindergartens and two public kindergartens) in K city in Gyungsangbuk-do province. The focus of the analysis was on the free play of the children during the work hours and data collection was executed from Nov. 2001 to Apr. 18, 2002 by thirteen times observation for each class of the kindergarten and two or three times interviews with the teachers. The origination of the analysis material was from observation diaries, teacher interviews, recorded videos, record tapes etc. by the data triangulation. The process of the data analysis was proceeded by domain analysis, taxonomic analysis, componential analysis by the method Spradley(1980) suggested.
The data analysis was proceeded by the intersubjective agreement between teachers who informed and related persons in child education for the balance of the data interpretation.
The result of the analysis is as follows.
First, the implementation reality of the free play in the environmental condition showed inefficient structural divisions of the corners which resulted the short of educational materials and tools, insufficient interchange between the materials in the free play centers and also showed inefficient implementation of subjects with no relationship of subjects in real life. There were many educational materials or tools without any educational meaning. The operation of free play in types of teacher's activity showed four types; as non-interference type because of his own work, inspecting and controlling type for the class atmosphere maintenance, cheering and developing children's activity type, and formally recording or observing children's activity type. The reciprocal relationship between children and children was natural and effective based on language practice and living experience, and the reciprocal relationship between children and teacher was restrictive to meet the class schedule and motivation or introduction of the method to use the educational materials and tools. The reciprocal relationship between children and educational materials was active with the spontaneously created child play and usage of the educational materials and tools.
Second, the difficulties in the operation of free play were the lack of educational materials or time for the activity, short of administrative or financial support, lack of understanding of parents or community, and short of understanding for the outdoor field play.
Third, teachers were not fully understanding the fundamental direction or practical contents of "The 6th Kindergarten Curriculum" though they made an effort to apply the policy by discussion among teachers. They felt a burden on the concept of scholarstic term of "Educational Curriculum" and they used little text materials or promoting data distributed to the kindergarten by regional Education Office.
Following suggestions were made for the expecting resolution of the difficulties in implementing kindergarten curriculum based on this analysis. It is needed for the normal operation of kindergarten curriculum to exit from the meaningless event oriented educational activity, to make an effort for characteristic implementation of the curriculum by each unit kindergarten. Preparing a systematic mechanism for teacher's specialty or establishment of teacher's identity, and expanding the training opportunities through the administrative or financial support will improve the practical aspect of kindergarten education.

목차 (Table of Contents)

• 차례 = i
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• 3. 연구 방법 = 4
• 1) 연구 대상 = 4
• 2) 연구 대상 학급의 특성 = 5
• 3) 연구 자료의 수집과 분석 = 7
• 4. 연구의 제한점 = 9
• Ⅱ. 이론적 배경 = 10
• 1. 교육과정의 개념·수준·위상 = 10
• 2. 제6차 유치원 교육과정의 배경 = 11
• 1) 교육적 배경 = 11
• 2) 시대적 배경 = 11
• 3) 이론적 배경 = 12
• 3. 제6차 유치원 교육과정의 내용 = 16
• 1) 제6차 유치원 교육과정의 기본 방향 = 16
• 2) 총론 = 16
• 4. 자유선택 활동 = 18
• 1) 자유선택 활동의 개념 및 중요성 = 18
• 2) 자유선택 활동 시간의 교육적 의의 = 19
• 3) 교사의 역할 = 19
• 4) 자유선택 활동을 위한 환경구성 = 20
• Ⅲ. 자유선택 활동을 통한 교육과정 운영 = 21
• 1. 환경적 조건 = 21
• 1) 빈약한 교재·교구 = 21
• 2) 교체가 이루어지지 않는 영역별 활동 자료 = 24
• 3) 생활 주제와의 연관성 부족 = 26
• 4) 의미 없는 시설 및 교재·교구 = 30
• 2. 교사의 활동 유형 = 32
• 1) 방치형 = 33
• 2) 감시·통제형 = 34
• 3) 격려·심화형 = 38
• 4) 형식적인 관찰·기록형 = 40
• 3. 상호작용 = 44
• 1) 유아간의 상호작용 = 45
• 2) 유아-교사의 상호작용 = 47
• 3) 유아-교구의 상호작용 = 51
• 4. 자유선택 활동 운영의 어려움 = 55
• 1) 교사의 입장에서 본 활동자료 및 시간의 부족 = 55
• 2) 행·재정적인 지원의 부족 = 57
• 3) 부모·지역 사회의 인식 부족 = 60
• 4) 실외 놀이 활동에 대한 인식 부족 = 62
• 5. 제6차 유치원 교육과정에 대한 교사의 이해 = 64
• 1) 교육과정 적용을 위한 교사의 노력 = 65
• 2) 교육과정 적용의 현실적인 문제점 = 68
• Ⅳ. 결론 및 제언 = 73
• 1. 결론 = 73
• 2. 제언 = 74
• 참고 문헌 = 77
• Abstract = 80
• 부록 <학급 관찰 내역> = 83