초등학교 통합교육과정 변천 과정의 분석적 연구 = An Analytic Study on the Process of Change of Integrated Curriculum at the level of Elementary School

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the process of change in integrated curriculum at the level of elementary school. To achieve this purpose, we analyzed contents of integrated curricula which are national level documentaries, integrated textbooks, integrated guide books from the 4th curriculum to the 7th one.
The following courses carried out during this study are as follows;
1. To understand the concept, characteristics, contents and the modes of integrations, domestic and overseas literatures were analyzed and introduced the 7th integrated curriculum, 'Uridleun Il Haknyun(we are the first grade students)', 'Barun Saengwhal(Right Life)', 'Slgiroun Saengwhal(Wise Life)' and 'Jlgeoun Saengwhal(Pleasant Life)'.
2. The general changes of integrated educational curricula were analyzed. In these analyses, the overall changes of integrated curricula, the changes integrated studies-'Uridleun Il Haknyun(we are the first grade students)', 'Barun Saengwhal(Right Life)', 'Slgiroun Saengwhal(Wise Life)' and 'Jlgeoun Saengwhal(Pleasant Life)' and the changes of elements of curriculum(the organization and time allotment, the curriculum structures, the objects, contents, instruction and evaluation) from the 4th curriculum to the 7th one were included.
3. The features of changes were analyzed in focus concepts and characteristics of integrated curriculum, the modes of integrations.
4. For carrying out this study, we analyzed textbooks of 1st grade. The external form, expression of contents and presentation of object were analyzed.
The results obtained from this study were as follows;
First, in the 4th integrated curriculum, 'integrated curriculum means that more than two studies were combined into one textbook.. For example 'Sansu(Arithmetic)' and 'Jayeon(Science)' were combined into 'Slgiroun Saengwhal(Wise Life)'. And the management of class hours was set into a bunch of class based on the integrated textbook. The 5th educational curriculum presented the structure of integrated curriculum off the point of division even when the curriculum were formed. The 6th educational curriculum couldn't be free form. The 7th educational curriculum, which reflexed to remove the barriers among curriculum and compose comprehensive contents focused on subjects, means the improvement from simple unification of curriculum.
Second, mainly 'Uridleun Il Haknyun(We are the first grade students)' was empathized adaption oneself to new circumstances in the early time when the children enter a elementary school from the 4th curriculum to the 7th curriculum. In the 6th curriculum, the name was changed into 'Hakyo Jeogeung Whaldong(Adaptation activities in the early time)'.
Third, in the 4th integrated curriculum, 'Doduck(Moral study)', 'Gugeo(Korean language)', 'Sahoe(Social study)' were combined into 'Barun Saengwhal(Right Life)'. But in 5th curriculum, 'Gugoe(Korean language)' was separated from 'Barun Saengwhal(Right Life)'. In 6th curriculum and the 7th curriculum, 'Barun Saengwhal(Right Life)' contains only the elements of moral aspects.
According to the analysis of 'Slgiroun Saengwhal(Wise Life)', in the 5th curriculum, it empathized the characteristics of natural phenomena. In the 6th curriculum, it dealt with ability and activity which enables children to act and behave wisely, focusing social and natural phenomena. In 'Jlgeoun Saengwhal(Pleasant Life)', originally the children's activities are more important. In the 7th curriculum, it shows the unified education elements that children study and act based on their own thoughts and concepts.
Finally, teacher should more understand the value of the integrated curriculum for efficient classes and enlarge the concept and characteristics of the integrated curriculum to high grade in elementary school. It needs more detail studies to apply the integrated curriculum in the field.

목차 (Table of Contents)

• 차례
• Ⅰ. 서론 = 1
• 1. 연구의 목적과 필요성 = 1
• 2. 연구 문제와 방법 = 3
• 3. 용어의 정의 = 4
• 1) 통합 교육과정 = 4
• 2) 통합교과 = 4
• 3) 교육과정 요소 = 4
• Ⅱ. 통합 교육과정의 이론적 체계 = 5
• 1. 통합 교육과정의 개념과 중요성 = 5
• 1) 통합 교육과정의 개념 = 5
• 2) 통합 교육과정의 중요성 = 6
• 2. 교육과정의 통합방법 = 8
• 1) 통합의 접근 방법에 따른 분류 = 8
• 2) 통합의 형태에 따른 분류 = 10
• 3) 통합의 학습 요소에 따른 분류 = 13
• 4) 학문이 연결되는 방식에 따른 분류 = 16
• 3. 현행 7차 통합 교육과정의 사례 = 19
• 1) ‘우리들은 1학년’ = 19
• 2) ‘바른생활’ = 21
• 3) ‘슬기로운 생활’ = 22
• 4) ‘즐거운 생활’ = 23
• Ⅲ. 초등학교 통합 교육과정의 변천 과정의 분석 = 25
• 1. 교육과정 차시별 변천 = 25
• 1) 제4차 교육과정 = 25
• 2) 제5차 교육과정 = 26
• 3) 제6차 교육과정 = 27
• 4) 제7차 교육과정 = 27
• 2. 통합교과별 변천 = 28
• 1) ‘우리들은 1학년’ = 28
• 2) ‘바른생활’ = 31
• 3) ‘슬기로운 생활’ = 34
• 4) ‘즐거운 생활’ = 36
• 3. 교육과정 요소별 변천 = 38
• 1) 편제와 시간배당 = 38
• 2) 교육과정 구성체제 = 39
• 3) 목표 = 40
• 4) 내용영역 = 47
• 5) 지도방법 및 평가’ = 52
• Ⅳ. 통합 교육과정 변천 과정의 특징 분석 = 54
• 1. 통합 교육과정의 개념과 성격에 따른 특징 분석 = 54
• 1) 통합 교육과정의 개념 = 54
• 2) 통합 교육과정의 성격 = 56
• 2. 통합 교육과정의 통합 방법에 따른 특징 분석 = 57
• 1) 통합의 접근 방법에 따른 분류 = 57
• 2) 통합의 형태에 따른 분류 = 58
• 3) 통합의 학습 요소에 따른 분류 = 60
• 4) 학문이 연결되는 방식에 따른 분류 = 62
• 3. 통합교과서의 구성 변천 = 64
• 1) 외형적인 변화 = 64
• 2) 내용 제시 형태 = 64
• 3) 목표 진술 형태 = 66
• Ⅴ. 요약 및 결론 = 67
• 참고문헌 = 71
• 영문초록 = 75