교육연극 방법을 통한 말하기 교육 연구

남청자 서울교육대학교 국어교육과초등 국어 교육 연구소 2000 초등 국어교육 Vol.- No.10

초등미술교육에 있어서 감상지도에 관한 연구

백중열 서울교육대학교 초등교육연구소 1999 한국초등교육 Vol.11 No.1

The whole man is thinked of the ideal of education in the East all the times. If you want to be a man of broad views and high intelligence, you should be the whole man. In connection with brains, the whole man is neither sensitive person leans to the right brains. Of course, the whole man is not a double-faced person. Namely, the whole man behaves according to compromise and cooperation of the both brains. Before the modern ages, people must use the both brains to appreciate a picture, not to speak of the East and the West. Because, the painter draw a picture by using the double brains, appreciators must use the double brains. But, it appear that the works lean to the right or the left brains after the modern ages. We must appreciate the works by using the double brains, for educational the fire arts appreciatio on because of affection in the other parts.

초·중학교 실과교육의 한·일 비교 : 제6, 7차 교육과정을 중심으로

박순자,정덕희 서울교육대학교 초등교육연구소 1999 한국초등교육 Vol.11 No.1

This study was conducted to compare the curriculums between Practical Arts Education in Korea and Home Economics in Japan. Four characteristics which were found are as follows: First, integrated subjects were used in first and second grade of Elementary School in two countries. Secondly, in Elementary School, Practical Arts Education in Korea involves the contents of Technology domain and Home Economics domain but Home Economics learned in Japan includes the only content of Home Economics domain. Third, in Junior high School, the subjects which were learned were different from Korea and Japan at present. Fourth, in the revision of the 7th curriculum in Korea, the subject of junior high school is scheduled to be the same that of Japan as ‘Technology and Home Economics’. And the direction of Practical Arts Education will depend upon the changable home life style in the future. Therefore, the contents of this subject should be included the contents to solve the problem that can occur in the changing home situation.

실과의 식생활 실습지도를 위한 이론적 고찰

조순옥 서울교육대학교 초등교육연구소 1999 한국초등교육 Vol.10 No.1

The purpose of this study is to investigate the teaching method for practices and experiments of Food &utrition course of practical arts education It is also designed for the curriculum, textbooks, teacher's guides of the practical arts education and the theoretical reference books The result of this study shows that each content of the Sixth Practical Arts Education Curriculum was chosen for the basic knowledge and techniques for works in domestic life and to prove the quality of life Its intellectual and technical level was decided concerning the mental and physical development of elementary school students Practices based on practical arts theories were important and affected on a real life But the practice hours in the Sixth Practical Art Education curriculum were too short to teach the whole contents Therefore the practice hours for each lesson must be secured In textbooks and the teacher's guides for the students from the third grade to sixth, cortains using vessels and kitchen utensils, methods for selection of meal and vessels, safe use of instruments, food hygiene, measuring and weighing food, scientifical cooking, understanding and improving Korean dietary cultural life Judging from the stage of mental and physical development of students, it is reasonable to teach the contents in food and nutrition section of the practical arts education course to the elementary school students from third grade to sixth The materials, instruments and time for the course can improve the students in their intellectual and technical activities, understanding each other, cooperative problem-solving spirit and manner, and diligence The evaluation of performance technique must be based on practical arts theories And it must be carried out before a practical lesson, during the process of a lesson and after finishing the course For the performance evaluation, the intellectual level and the technical movement and emotions need to be counted The instructing methods for the food and nutrition subject includes the following applying the lesson model focused on practice and experiences, catching hold of objectives and contents for subject, preparative conditions of students for lesson, promoting understanding of knowledge connected with materials, instruments and techniques for practice in conformation of subject, demonstration for the basic techniques and observing them, preparing standards for self evaluation in planning practical lesson, and carrying out the plan in learning of techniques

특별활동 영어교육의 방향

이희숙 서울교육대학교 초등교육연구소 2000 한국초등교육 Vol.11 No.2

This essay aims at suggesting a new paradigm in teaching English for the new millenium. We usually identify the 21st century as the era of knowledge, information, communication, and culture. The written language form is getting more focus, as the age of computerized telecommunication is approaching. A nation's prestige, prosperity, and welfare depend more than ever on the software, such as cultural and knowledge industries. To cope with the 21st century globalized competitive society, we should foster in advance a new generation with feeling, fiction(imagination), femininity (3 Fs) plus with creativity, competitiveness, and competence (3 Cs). In this context the First Chapter provides a preview of the 21st century society and an overview of the 7th curriculum. Chapter 2 draws focus on the 7th extracurriculum and the existing extracurriculum activities under the 6th extracurriculum in the primary school as well. Chapter 3 argues how critical the integrating language teaching is and offers the most prominent, appropriate, integrating language teaching of EFL extracurriculum activities for the primary students. They are Topic-based, Story-based, and Drama-based approaches. Chapter 4 offers the summary of conclusion of integrating language teaching through Topic-based Storytelling and Topic-based Dramatizing. The EFL teaching-learning through 'Dramatizing' and 'Storytelling' enable learners to intake foreign language in a childlike, unanalytical, unconscious cognitive processing through various authentic interactive language activities. Language acquisition through real interactive use without conscious working load may be ideal. It is needless to say how both story and drama are crucial to language learning and encouraging of imagination, creativity, spiritual values, and an insight into life with ease and excellence as well. This study is not only for many teachers who want to refresh themselves English teaching in general, especially in the extracurriculum activities. It is also for prospective teachers who need to learn how to run English extracurriculum classes.

미국의 초등학교에서 외국어 조기 교육의 동향과 과제

안성도 서울敎育大學校 初等敎育硏究所 1996 한국초등교육 Vol.8 No.1

Existing foreign language programs in the elementary schools in U S are FLSX, FLES, and Immersion FLEX, which is supplementary to the basic elementary school curriculum, aims at exposing the students to the foreign language and culture through simple learning activities FLES, partially integrated with the curriculum, aims at developing a degree of proficiency in the four skills of the foreign language Immersion program, however, which is totally integrated with the curriculum, aims at developing near-native proficiency by teaching the students nearly all the subjects with the medium of the foreign language St Lambert French Immersion Program, the first experimental program, was implemented in 1965 in Canada with great success Under the influence of the success of this program Culver City Spanish Immersion Program was implemented in 1971 in U S and now many immersion programs are going on across the country Korean/English Two-Way Immersion Program, one of the existing immersion porgrams, was implemented in 1992 and is still going on KETWIP is expected to bring satisfactory results

초등학교 4학년 실과의 식생활 실기 수행능력에 관한 연구 : 6차 실과교육과정을 중심으로

조순옥,정덕희 서울교육대학교 초등교육연구소 1999 한국초등교육 Vol.11 No.1

The purpose of this study was to improve the 7th curriculum of practical arts education for the fourth graders of elementary school, because the practical arts education for 4 graders was striked part off in seventh practical arts education curriculum. For this purpose, the study carried out by the practice of 163 fourth graders in elementary school on food and nutrition of practical arts education. The results of this study were as follows : 1. The pupil’s current performance level in competence needed for food and nutrition were improved highly on the ability of grasping of a fruits knife, of peeling an apple, of putting pieces of apple in a dish and on the ability of setting on the tabel with a dish of apple after the classes focused on practice than before. 2. The classes focused on practice and real experience for food and nutrition of practical arts education had effect upon the students as followings : Students thought that practice in school and working in home promoted the mental and physical developement for themselves. As a result of this study, it was verified that students were very interested to the performing of the practical task on food and nutrition, that pupil’s performance level on working of the practical task on food and nutrition was very higher after classwork than before. The result of this study also showed that elementary school student of fourth grade were positive about the classes focused on practice for food and nutrition. Therefore the curriculum of practical arts education must be established from third grade to sixth grade in elementary school.

초등 국어교과서에 나타난 동화의 주제 변천 연구 : 중,고학년 읽기 교과서를 중심으로

林正重 서울교육대학교 국어교육과초등 국어 교육 연구소 2001 초등 국어교육 Vol.- No.11

초등 도덕교과에서의 가정 연계 인권교육

노희정 ( Hui Jeong Noh ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.21 No.2

본 글은 초등학교 도덕교과에서 가정과 연계하여 펼칠 수 있는 인권교육에 대해 논의한다. 아동의 권리와 학생인권의 의미 및 일반원칙, 그리고 학생인권조례의 제정 취지 및 그 구체적 내용을 검토하고, 인권지식의 본질, 인권교육과 도덕교육의 관련성 등을 논의한다. 그리고 이러한 논의들을 토대로 하여 가정과 연계하여 구체적으로 실천할 수 있는 초등학교 도덕교과에서의 인권교육 방향에 대해 탐색한다. 가정과 연계한 초등 도덕교과 인권교육은 교사, 학생, 학부모 모두의 인권의식 신장에 기여하게 될 것이다. 인권에 대한 기본 개념을 습득하고 인권존중의 가치와 태도를 갖춘 초등학교 학생들은 장차 도덕적 인간으로 성장할 것이다. This paper argues about the education of human rights linked with family in the elementary moral subject. I review the meanings and general principles of child rights and human rights of students, and the established purports and concrete contents of the ordinance about human rights of students. and I argue for the nature of human rights know ledges, the relationship between human rights education and moral education. And I explore the education of human rights linked concretely with family in elementary moral subject on the basis of these arguments. The education of human rights linked with family in elementary moral subject would contributes to improvements in human rights sense of teachers, students, and parents. If elementary school students acquire basic know ledges about human rights and have values and attitudes respecting for human rights, they would become morally educated persons.

2007년 개정 교육과정에 따라 편찬된 초등학교 과학 교사용 지도서에 대한 초등교사의 인식과 활용 실태

권치순 ( Chi Soon Kwon ),박병태 ( Byoung Tai Park ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.21 No.2

2007년 개정 교육과정에 의거해 새로 편찬된 초등학교 과학 교사용 지도서에 대한 현장 교사들 의 인식과 활용 실태를 조사하였다. 연구 대상은 서울시내 초등학교 3, 4학년 담임 및 과학 전담교사 188명이며 설문지로 조사하여 분석하였다. 분석 결과, 교사용 지도서의 총론에 대한 교사들의 이해가 각론에 대한 이해보다 비교적 낮은 것으로 나타났다. 이는 과학 및 과학교육의 본질, 교육과정의 목표와 내용의 선정과 조직의 원리, 과학 교수-학습의 다양성, 평가방법 및 평가도구 작성의 원리와 기법을 익히는 데 보다 심층적이고 전문적인 소양이 요구되기 때문인 것으로 사료된다. 과학과 교사용 지도서의 각론 및 활용 실태는 종전 교육과정의 교사용 지도서의 경우보다 상대적으로 높게 나타났다. 교사의 변인 즉, 성별, 경력, 전공, 수업에 대한 자신감 등에 따라 교사용 지도서에 대한 인식과 활용 실태를 분석한 결과, 교사들의 경력과 수업에 대한 자신감이 지도서 활용에 유의미하게 영향을 미친 것으로 나타났다. 특히 수업에 대한 교사의 자신감이 가장 큰 영향을 준 것으로 나타났는데, 이는 초등과학 교육의 질 향상을 위해서는 교육과정에 알맞게 교사용 지도서를 개선하는 노력뿐만 아니라 과학수업에 대한 교사들의 자아 효능감, 즉 보다 긍정적이고 적극적인 자신감을 가지도록 하는 것이 중요한 요소임을 시사하고 있다. This study explores how the actual teachers are using the new science teacher`s guide that has been revised and updated under the reformed curriculum. To this end, the study involved distributing the questionnaires to 188 third and fourth-grade teachers working within downtown Seoul. An analysis of these teachers` recognition of the general outline and the particular sections of the guide and their usage of it showed that the most problematic area was their recognition of the general outline of the guide. This study also analyzed how the teachers use the guide, by grouping them into different categories (i.e., gender, teaching experience, specialty, and the levels of teaching self-confidence). The analysis showed that teachers` self-perceived levels of teaching self-confidence were the most influential factor affecting how they used the guide. In other words, the higher the levels of teaching self-confidence the teachers feel, the better the usage of the guide they make. This finding implies that helping elementary-school teachers improve their sense of science teaching self-confidence could help improve their perceptions and usage of the science teaching guide.