初·中學校 地名學習의 連繫性에 관한 硏究 = A Study on the Connection of Place Name Learnning in Elementary and Middle School

다국어 초록 (Multilingual Abstract)

The pufose of this study is to clarify the optimum level and connection of place name learning in elementary and middle schools.
The main results are as follows:
1. The spatial bounds of place name in elementary and middle schools extend from county, city and province to Korea and the world with the increase of the grade. Also the contents of place name learnings change from experiential and concrete place names to unexperiential and abstract place names with the grade.
2. From the viewpoint of the relative importance of place name learning, the Korea geography is attached importance in elementary school, and the systemetic and world geographies are considered important in middle school.
3. The analyses of the place name.
1) The number and frequency of place names in middle school increase as about two times as those of elementary school. The number of place name by grade is the most in the fourth and seventh grades.
2) The number of human place names is as about two times as that of physical place name in elementary and middle schools. But in frequency, physical place names in elementary school are more than middle school. Therefore place name learning in elementary school is conducted in relation to human beings and the nature.
3) In elementary school, the number of place name connected with the southern part of Korea is over 50% and upward in the whole number. In particular, place name of Kyungsangbuk-do amount to about 28% in the whole number by necessity of regional study. But in middle school, place names of the central part of the country are more than any other part. In world place names, the number of place name of Asia is most in elementary school, because the area has a close connection of culture and history with Kerea. On the other hand, in the aspect of politics and economy, the number of place name of Anglo-America is the most number in middle school.
4) The contents related with place names are described in the concepts of man and nature or space in elementary school, and in middle school, in man and environment, space, distribution and region.
4. The optimal number per school hour in elementary and middle school is eight and nine or less respectively, but the number of place name in the present elementary and middle school are as 1.3-2.6 times as the optimal number. In particular, regional geography units in the fourth grade and seventh grade are as 1.9-3.5 times as the optimal number, and this grades have the lowest connection relatively to the before and after grades. Therefore the number of place names in these grades should be reconstructed to the reasonable level.
In conclusion, place name learning in the present elementary and middle schools have not the optimum and connection between schools and grades. Especially, place name learning in the fourth and seventh grades performs with the disregard of spatial and general recognition standard of students. These are unfit for the theme of geography eduction in elementary and middle schools, and only deepen the cognition that geography is the subject which memorizes all sorts of place names and produces. Therefore, teachers free from uncritical place name learnings and should instruct students in place names by the optimal number. Also planners of curriculume and authors of text books have to make a plan for the optimal number and connection of place names that considers cognition standard of students.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구목적
• 2. 연구자료 및 방법
• Ⅱ. 지리 교육목표와 교과과정으로 본 지명학습
• 1. 지리 교육목표와 지명학습
• 2. 지리 교과과정과 지명학습
• 1) 단원구성
• 2) 교육방법
• Ⅲ. 사회과 지리영역의 지명 분석
• 1. 학교급별, 학년별 지명수와 빈도 분석
• 2. 분야별 지명 분석
• 3. 지역별 지명 분석
• 4. 학습 내용별 지명 분석
• Ⅳ. 적정 지명수 분석
• Ⅴ. 초·중학교 지명학습의 연계성
• Ⅵ. 요약 및 결론