2022 개정 미술과 교육과정 ‘미적 체험’ 영역의 ‘성찰’에 대한 고찰 -초등 3∼4학년 미술 교과서 자연 탐색을 중심으로- = Examining ‘reflection’ in the ‘Aesthetic Experience’ Strand of the 2022 Revised Art Curriculum: Focusing on Nature Exploration in Elementary Art Textbooks For Grades 3–4

다국어 초록 (Multilingual Abstract)

This study examines the concept of ‘reflection’ within the ‘aesthetic experience’ strand of the 2022 revised art curriculum, with a particular focus on nature exploration in the 3rd and 4th grade elementary art textbooks. The current art curriculum’s ‘aesthetic experience’ strand has been expanded in meaning, and reflection about its content structure has been newly presented. Drawing on a phenomenological perspective, this research derived implications for reflection education in the ‘aesthetic experience’ strand of the art curriculum. The findings highlight three key points. First, the meaning of reflection is reconceptualized beyond the superficial notion of ‘self-examination’ into an ‘integrated activity of inner thought and senses.’ Second, reflective methods in the context of nature exploration involve: (1) embodied sensory experiences in which nature and the body form a unified whole; (2) reconstructing meaning through interaction with nature; and (3) forming a reflective attitude through the body and senses to deepen self-understanding. Third, the direction of reflection education should: (1) consider connections with ecological and local cultural contexts to broaden the scope of nature exploration; (2) understand students’ cognitive and affective characteristics, (3) strengthen its linkage with artistic creation, and (4) promote cognitive training through the practice of ‘thinking about thinking.’ Art education, through reflection, contributes to helping students uncover hidden truths beyond the surface, view themselves and the world anew, and discover their authentic selves.