초등 사회과 현장학습 실태분석 = A Analysis of Field-learning Actual State in Elementary Social Studies

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze a actual state of field-learning in elementary socal studies. Research was performed with teachers and students of the 4th grade who were divided by ward office. The recovery rate for teachers was 82% (41 of 50 teachers returned the questionnaire). The recovery rate for the students was 70.4% (317 of 450 students returned the questionnaire).
The result of the analysis of the actual conditions of field-learning is the following :
1) Most of the teachers(92.7%) and students(83.9%) are aware that they need field-learning, but actual school conditions make them difficult owing to the lack of principals' and parents' awareness, lack of programs, problems of transportation, costs, and lack of cooperation among teachers.
2) Field-learning is usually performed by grade(75.6%), but teachers should have discretionary authority to carry out the field-learning by class, thus ensuring field-learning diversity, promptness, and seriousness.
3) Through this study, it was discovered that teachers are not aware of the importance of preliminary studies, and prepare only simple materials and a simple teaching plan before the field-learning. In addition, they avoid field-learnings because of the difficulties of preparing effective teaching materials. When they make teaching materials for the trip, they usually do it with students and use internet(39%) a little more than the text or guidance book(34.1%).
4) Teachers select the region for field-learning according to the curriculum(90.2%). Thus, we know that most teachers follow the curriculum closely.
5) According to this analysis of the actual conditions of regional field-learning, there is little difference in the needs of field-learning, the reason, frequency, or the methods. There is, however, some differences in preliminary studies, the method of study after the field-learning, and the experiences during the field-learning. It is reported students living in Eastern Busan city, experience more direct field-learning and make use of the Internet more than students of other wards.
6) The number of students that haven't experienced a variety of field-learnings is high, and they are in need of an organised program for field-learning. The field-learning that they experience is the following: cyber field-learning(25.6%), indirect field-learning(15.1%), role play(7.6%). It is suggested that direct field-learning is the best way of studying Busan and using the Internet is second.
In conclusion, we should improve educational conditions for liberal field-learning. Teachers should be able to use discretionary time and special activity time freely, according to the 7th curriculum. But there should be approval from the principal before field-learning is conducted by class. Most importantly, teachers must have concern and desire for the field-learning. the main problem for teachers with regard to field-learning is the lack of programs for it. We need to develop organised programs.

목차 (Table of Contents)

• Ⅰ. 들어가며
• Ⅱ. 현장학습의 정의와 절차 그리고 유형
• 1. 현장학습의 정의와 절차
• 2. 현장학습의 유형
• Ⅲ. 초등 사회과 현장학습관련 교사 실태분석
• 1. 일반적 사항
• 2. 현장학습에 대한 인식 및 실태분석
• 3. 직접현장학습 실태분석
• 4. 간접 및 사이버 현장학습 실태분석
• Ⅳ. 초등 사회과 현장학습관련 학생 실태분석
• 1. 현장학습에 대한 인식
• 2. 현장학습 실태분석
• Ⅴ. 초등 사회과 현장학습관련 변인 검토
• 1. 사전활동 변인검토
• 2. 현장활동 변인검토
• 3. 사후활동 변인검토
• Ⅵ. 초등 사회과 현장학습관련 문제점 및 개선방안
• 1. 문제점
• 2. 개선방안
• Ⅶ. 맺으며