박물관ᐧ미술관 교수ᐧ학습매체 개발과 활용 방향: 어린이 박물관ᐧ미술관을 중심으로

김해경(Hai-kyung Kim) 한국문화교육학회 2017 문화예술교육연구 Vol.12 No.1

박물관ㆍ미술관 교육에서 대부분의 학습이 교수자 없이 이루어지는 상황을 고려하면 교수ㆍ학습 매체는 박물관ㆍ미술관 교육에서 매우 중요한 위치에 있다. 따라서 본 연구에서는 현재 사용되고 있는 교수ㆍ학습 매체의 문제점을 알아보고 교수ㆍ학습 매체의 개발과 활용 방향에 대해 논의해보고자 하였다. 박물관ㆍ미술관의 교수ㆍ학습 매체가 갖고 있는 문제점으로는 학습자의 요구와 상황에 맞추어 세분화되지 않은 점, 교수ㆍ학습 매체의 종류 및 형식이 유사한 점, 어린이 박물관ㆍ미술관 내 전시물에 진품 전시가 드물다는 점, 작동이 되지 않는 전시물이 그대로 방치되는 점을 지적하였다. 이러한 박물관ㆍ미술관의 교수ㆍ학습 매체 개발과 활용 방안으로는 다양한 관람객의 상황에 맞추어 교수ㆍ학습 매체를 세분화할 것, 교재보다 교구 형태의 교수ㆍ학습 매체 개발에 더 많은 관심을 가질 것, 새로운 종류와 형식의 교수ㆍ학습 매체 개발에 관심을 가질 것, 교수ㆍ학습 매체 개발과 유지에 드는 비용 대비 효과를 고려할 것, 어린이 박물관ㆍ미술관 내에서 진품 전시를 고려할 것, 고장 및 훼손에 대비한 예산 확보와 관리 지침을 수립할 것을 제안하였다. 교수ㆍ학습 매체 활용 방안으로는 첫째, 관람객의 연령별로 관람 동선을 제시하거나 전시물의 이용 방법을 달리 안내할 것과 교구재 대여 사업을 하는 박물관ㆍ미술관의 경우 교육 전문가가 원거리 교육 지원을 통해 교구재 활용을 지원할 것을 제안하였다. Considering most learning to be happened without a instructor in museum except participating in education program, teaching-learning materials are very important in museum education. Therefore, it is needed to find out problems of currently being used teaching-learning materials in museum education and to discuss the directions of developing and applying them. The first problem of teaching-learning materials in museum education is not to meet the needs of diverse visitors. Second, the types and styles of them are similar. Third, children s museums rarely exhibit real remains or artworks. Fourth, broken exhibits are neglected without immediate repair. The directions of development of teaching-learning materials in museum education are 1) to be subdivided teaching-learning materials by visitors age, types and degrees of disability, education, etc; 2) to concern for developing hands-on type teaching-learning materials; 3) to consider substitutes for high-priced teaching-learning materials; 4) to seek for the ways to use real remains and artworks as teaching-learning materials in children s museum; 5) to secure a budget for repairing and to develop a care instructions for teaching-learning materials. Two ideas are suggested as applying teaching-learning materials in museums. First, diverse visitors paths can be developed according to visitors needs and interests, so visitors can know which exhibits are suitable for their needs and interests. And, same teaching-learning materials can be applied in different ways. For example, kindergartners can learn about the name of color with pieces of a puzzle and primary school students can put the puzzle together. So, the way to apply teaching-learning materials in diverse ways can be suggested. Second, a museum educator can co-teach with a teacher by videotelephone who are borrowed teachers package.

시편 중심 교재교구개발을 통한 기독 예비 유아교사의 변화

김민정 한국기독교교육학회 2018 기독교교육논총 Vol.55 No.-

The purpose of study is to explore the development of teaching materials for Christian early childhood education by exploring the changes of christian pre - service early childhood teachers through the development of Psalm-centered teaching materials. I collected data through 29 interviews, questionnaires, production plan and portfolio of reflection from 29th March, 2018 to 29th Christian education students who participated in the development of Psalm-centered teaching materials, which is a detailed subject of the development of teaching materials for children. The collected data were analyzed to derive core categories and categorized them. In order to objectify the data analysis and interpretation, two theologians and early childhood education experts were identified. As a result, the experiences of pre - service early childhood teachers on the development of Psalm - centered teaching materials were categorized into knowledge, personality, and behavioral changes. First, the change of the knowledge of Christian pre - service early childhood teachers showed confusion and stability. Christian pre-service teachers have been confused by the idea of ​​creating and making ideas about the development of psalm-centered teaching materials. Stability has come as they learned theories of teaching materials through lectures and workshops. Christian pre-service early childhood teachers in the stability are interested in the development of Christian teaching materials and it was recognized that the development of psalm-centered teaching material should be 'infant-centered', 'concrete production', and 'safe production'.In other words, the Christian pre-service early childhood teacher learned the practical knowledge of the teaching materials that integrate the philosophy of Christianity and the methodology of early childhood education. Second, the personality change of the Christian pre-service early childhood teacher appeared as Christian spirituality 'close to God', cooperative community 'close to peer', and personality 'close to me' in the process of development of Psalm - centered teaching materials. In the process of developing the psalm-centered teaching materials for the group, we pondered on the Psalms and frequently thought about God. In the process of trial, error, failure, and success of the community collaboration process, we have a positive attitude and persistence, confidence and achievement, joy and reward. Third, behavioral changes of Christian pre - service early childhood teachers were found in 'searching for detail', 'searching again' and 'searching for new' in the process about development of Psalm - centered teaching materials. Unlike in the early weeks of class, the Christian pre-service early childhood teachers continued to concentrate and participated in the process of making and developing the teaching materials precisely, carefully and actively. The exploratory behaviors of diverse objects and recycled materials were overlooked by the Christian pre - service early childhood teacher. In addition, the Christian pre - service early childhood teacher wanted to apply the teaching material development activities in this class to other subjects or to Bible story. Christian pre - service teachers could expect to improve the efficacy of Christian early childhood teachers by experiencing the integration of Christian philosophy and early childhood education teaching and learning methods through the development of Psalm - centered teaching materials. Based on the results of this study, I provide basic data on the development of teaching materials and instruction methods in Christian early childhood education. 본 연구는 시편 중심 교재교구개발을 통한 기독예비유아교사의 변화를 탐구하여 기독유아교육의 교재교구개발 방향을 모색하는 데 목적이 있다. 유아교과교재연구 및 지도법의 세부 주제인 시편 중심 교재교구개발에 참여하는 기독교교육과 학생 29명을 대상으로 2018년 3월 2일 ~ 6월 29일 동안 면담, 설문조사, 제작계획안, 성찰이 담긴 포트폴리오 등을 통해 자료를 수집하였다. 수집된 자료를 분석하여 핵심 범주를 도출하고 이를 범주화하였다. 자료분석 및 해석의 객관화를 위해 신학 및 유아교육 전문가 2인의 동료확인을 거쳤다. 연구결과, 시편 중심 교재교구개발에 대한 기독예비유아교사의 경험은 지식적 변화, 인성적 변화, 행동적 변화로 범주화되었다. 첫째, 기독예비유아교사의 지식적 변화는 혼란기와 안정기로 나타났다. 기독예비유아교사들은 시편 중심 교재교구개발에 대한 아이디어 창출과 제작 방법에 대해 고민하는 혼란기를 지나, 강의 및 워크숍을 통해 교재교구 이론을 습득하면서 안정기가 되었다. 안정기 안에 있는 기독예비유아교사들은 기독교 교재교구 개발에 관심을 갖고, 시편 중심 교재교구 개발은 ‘유아중심으로 제작’,‘구체적으로 제작’,‘안전하게 제작’해야 함을 인식했다. 즉, 기독예비유아교사는 기독교의 철학과 유아교육의 방법론을 통합하는 교재교구의 실제에 대한 지식을 형성했다. 둘째, 기독예비유아교사의 인성적 변화는 시편 중심 교재교구개발 과정에서 ‘하나님과 가까이’하는 기독교 영성, ‘동료와 가까이’하는 협동 공동체 인성,‘나와 가까이’하는 개인 인성으로 나타났다. 조별 과제인 시편 중심 교재교구개발과정에서 시편을 묵상하고 하나님에 대해 자주 생각하게 되었으며, 공동체 협업 과정의 시행착오와 실패, 그리고 성공 속에서 개인적인 긍정의 자세와 끈기, 자신감과 성취감, 기쁨과 보람을 경험하였다. 셋째, 기독예비유아교사의 행동적 변화는 시편 중심 교재교구개발과정에서 '자세히 찾기', '다시 찾기', '새로이 찾기'로 나타났다. 수업 초기와 달리, 기독예비유아교사들은 지속적인 집중력을 발휘하였고, 교재교구제작 및 개발과정에 꼼꼼하고 세밀하고 적극적으로 참여하였다. 기독예비유아교사가 간과했던 다양한 사물과 재활용품 활용의 탐색하는 행동이 나타났다. 또한, 기독예비유아교사는 본 수업에서 이루어진 교재교구개발 활동을 다른 과목 또는 성경 이야기에 적용하고자 하였다. 기독예비유아교사는 시편 중심 교재교구개발을 통해 기독교 철학과 유아교육 교수학습방법의 통합을 경험하면서 기독유아교사의 효능감 향상을 기대할 수 있었다. 본 연구의 결과를 토대로 기독유아교육의 교재교구개발 및 지도 연구에 대한 기초자료를 제공하고자 한다.

자습용 한국어 기본 문법 학습 교재 모형 개발 연구

김명회 ( Myeong Hoe Gim ) 한국문법교육학회 2006 문법 교육 Vol.5 No.-

The purpose of the study is to consider the various aspects of developing teaching materials for Korean as a foreign language and especially, to suggest the necessity of textbook development, which is related to a learner-oriented grammar education in Korean. Ahead of this, the study conducted a research from the practical perspective of grammar education, which its role had been decreased because of the speaking-oriented teaching based on the result on the existing grammar textbooks. The study examines the relationship between the principles of foreign language education and the grammar teaching. Then the need of grammar education is emphasized and suggests a grammar model of the existing materials for teaching-leaning. Also, it provides an analysis standard of practice type through theoretical explanation on the plan and development of the teaching materials. The selection of the teaching materials for analysis in the study considered grammar study books that were primarily published as a separate volume in Korea, and materials of elementary level from the legal education agencies along with their workbooks were involved. But, the teaching materials from the legal education agencies had the integrated function in language, thus, the models that were related with grammar teaching-learning were distinguished and analyzed separately in the contents. The introducing model and teaching models of grammar and the analysis of practice type were set based on references from the existing study on teaching materials analysis and itemized into the size, purpose, principles and structure, introduction and explanation of grammar rules, practice type, and appendix of media sources. Finally according to the analysis of teaching materials, the direction of developing a self-teaching material for the basic Korean grammar was discussed. In order for this, the considerations to develop a self-teaching material for the basic Korean grammar model were suggested based on the result of the study on the existing grammar teaching materials after the direction of the basic Korean grammar book for self-teaching was established through the analyzed data from the study. Also, a frame of model for teaching material was introduced even though it was not sufficient. Through the result that was obtained through this study, there should be more considerations on the taste of a learner`s learning tendency and be more study and development on the necessary teaching materials to instruct Korean that reflects dynamic point of views. Also, I hope to get results from such dynamic studies to apply the results in the real educational setting, thus, give more opportunities of selecting study materials and studying to learners.

한국어 학습용 `표준 외래어 목록` 선정을 위한 연구

이소영 ( Lee So-young ) 영주어문학회 2017 영주어문 Vol.36 No.-

The purpose of this study is to help loanword learning of Korean language learners by building basic data for selecting `a standardized loanword list` for Korean language learning in domestic and overseas Korean language teaching materials. For this study, (domestic and overseas) Korean language teaching materials and listed vocabulary materials were analyzed and statically processed to provide a standardized loanword list, which fits each stage and level of learners. Though curriculums for various learners like `learners for academic purposes`, `married immigrant women` and `immigrant workers` have been designed and related teaching materials developed, there has been no precise research on the criteria to select loanwords in teaching materials, yet. To design a curriculum of loanwords for Korean language learners and develop teaching materials, research on selection of `a standardized loanwords list` must be conducted. In order to approach this research purpose effectively, key research contents were classified as follows. First, basic data analysis is required for drawing up a standardized vocabulary list. This study is targeted at domestic and overseas teaching materials published at certain times, Analyzing and organizing loanwords in teaching materials helps in building basic data to draw up a list. Especially, this study is focused on Chinese and Japanese teaching materials that occupy a considerable proportion of overseas teaching materials in order to lay the foundation for drawing up a standardized loanword list, which is not restricted to the country. Second, once a basic study including a research paper and a report is finished, a DB for a standardized loanword list is constructed, based on the data analyzed. Aspects of loanwords in teaching materials can be analyzed, based on some criteria by examining the frequency of loanwords in each teaching material and using the DB constructed. Third, loanwords in a standardized loanword list are verified. This is to draw up a list necessary in daily life by examining how much the loanwords in teaching materials are used in Korean society, actually. For establishing the research purpose and contents, a discussion was carried out using the following methods. The first stage is data gathering. This is to gather domestic and overseas(Chinese and Japanese) Korean language teaching materials, which have been published since 2000, focusing on those that were listed in the preliminary study and to classify them by level and purpose. So far, listing and collecting domestic teaching materials has been partially completed and a collected list of Chinese and Japanese teaching materials is being drawn up. Especially in the first stage, `a study on the needs of learners` is conducted together, as stated in the research method. The results of the preliminary study are revised or supplemented, prior to the main survey. The second stage is to analyze loanwords in domestic and overseas Korean language teaching materials that were collected in the first stage, by time, country and level. First, domestic Korean language teaching materials are organized by level and overseas(Chinese and Japanese) Korean language teaching materials are analyzed in order. The kinds of loanwords, meanings, orthographies and pronunciations in each teaching material are analyzed and organized in order and they are compared by level and country. The third stage is to construct a DB, based on the data of domestic and overseas Korean language teaching materials, which were analyzed and organized by time, country and level. As shown in the example above, a standard for drawing up a list is established and data are structured, based on the DB of the analysis results. The last stage is to draft a standardized loanword list for Korean language learning in consideration of frequency, difficulty and range of use. This list is based on the DB, which includes all of domestic Korean language teaching materials, overseas Korean teaching materials and previous research results and the results of `the study on the needs of learners` conducted in the first stage are reflected in the list too.

이주 아동을 위한 한국어 수업과 교재

이금진(Lee Geum-jin),허재영 우리말교육현장학회 2008 우리말교육현장연구 Vol.2 No.1

  이 글은 성동외국인근로자센터 지구촌 학교에서 필자가 2년 반 동안 이주아동에게 한국어를 가르치며 얻은 경험을 바탕으로 작성한 글이다. 지구촌 학교에서 진행하고 있는 한국어 수업을 훑어보며, 특히 필자가 사용해 본 교재들을 정리해보고, 그 속에서 바람직한 이주 아동용 한국어 교재를 생각해 보았다.<BR>  우선 지구촌 학교의 현황을 살펴보고 입학한 학생들의 여러 가지 상황에서 비롯된 수업환경과 변수들에 대해 살펴보았다, 그리고 필자가 진행했던 한국어 수업을 각 반별로 나누어 그간 사용해 본 교재들에 관해 느낀 점과 수업에 필요하다고 생각했던 점들을 짚어보았다. 특히 기초용 교재는 현재 시중에 나와 있는 두 가지 아동용 한국어 교재를 중심으로 교재가 갖추어져야 할 사항들을 세분하여 고찰해보았다.<BR>  이 글은 많지 않은 기간 필자의 경험을 바탕으로 한 주관적인 의견을 적은 글이다. 그러나 각 현장 교사들의 다양한 의견을 모으는 일이 좋은 교재를 만드는 밑거름이 될 것이라는 생각에서 바람직한 한국어 교재에 관해 몇 가지 의견을 제시해 보았다. 교육의 기본권을 누리지 못하고 소외되고 있는 많은 이주 아동들이 재미있게 배워 효율적으로 쓸 수 있는 좋은 한국어 교재가 나왔으면 하는 바람이다.   This essay has been written based on the experience I gained by teaching Korean to migrant children for two and half years at the Global School of Sungdong Migrant Worker"s Center. As I looked through the Korean class being taught at the Global School, I tried organizing the teaching materials that I had used above all things and thought about the ideal Korean teaching material for migrant children among them.<BR>  First, I had examined the present conditions of Global School as well as the class environment and variables originated from various situations of enrolled students. Then I pointed out the things I felt about teaching materials used so far and the things I thought was necessary for lecture by dividing the Korean class that I was teaching into groups. Especially for the basic teaching material, I had investigated by categorizing the items which teaching materials must possess centered on two types of Korean teaching materials for children that are currently on the market.<BR>  This essay is the one that has written a subjective opinion based on my experience for a short period of time. But I have presented several opinions on desirable Korean teaching materials by thinking that gathering various opinions of teachers in the field would become a basis for making good teaching materials. I hope a good Korean teaching material that many migrant children who are being neglected without being able to receive the basic rights of education could use effectively and have fun learning would come out.

이야기를 활용한 한국어교재의 구성 방안

장용수 ( Yong Su Jang ) 연세대학교 언어연구교육원 한국어학당 2012 외국어로서의 한국어교육 Vol.37 No.-

A Study on the composition Method of Korean teaching materials with the application of story. Teaching Korean as a Foreign Language, 37, 357~383. This is the study of the development Plan and application Method of Korean teaching materials with the application of story. Meanwhile, more than a few Korean teaching methodology with the application of literature or story have been submitted by researchers. But, now we are rare to find such a effective Korean teaching methodology that has been applied to the chalkface constantly and has been utilized with learner``s ability. This study reasoned that the development of Korean teaching materials with the application of story is the best effective way to the Korean teaching with the application of chalkface. In this study, The term ``story`` is used to mean that it is a chain of events with meaningful structure which is available of Korean teaching materials. Now most of the established Korean teaching materials were comprised of the aspect of functional such as speeching, reading, writing, listening unit. Therefore, Korean teaching couldn`t get out of teaching method which focused only on explanation. So this study proposed the development of Korean teaching materials with the application of story to overcome this limit. So, this study applied Korean teaching materials with the application of story in chalkface. As a result, this study draws the conclusion that Korean teaching materials with the application of story is very effective in Korean teaching.

예비유아교사의 교재교구 제작 경험 이야기

김경철(Kyung-chul Kim),김은옥(Eun-ok Kim) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.10

본 연구는 유아교육과 대학생들의 교재교구 제작 과정에서 어떠한 경험과 변화과정을 겪게 되는지 살펴보았다. 연구방법으로는 2017년 1학기 ‘교과교재 연구 및 지도’ 과목을 수강하는 S시 소재 A대학교 유아교육과 2학년에 재학 중인 학생 32명을 대상으로 이루어졌으며 오리엔테이션 시간에 교과목에 대한 설명과 함께 연구과정 및 취지에 대해 안내하였다. 연구 참여자들은 어떤 교재교구를 제작할 지 연구자와 함께 논의하고 논의 결과에 따라 1명이 2개의 교재교구를 제작하였다. 연구자는 연구 참여자가 교재교구 2개를 만드는 과정에 대해 반성적 저널과 교재교구 제작 계획서, 교재교구 계획, 실행, 평가 단계에서 동료학생들과 이루어진 평가 내용을 기록한 평가지, 교재교구 제작 과정을 담을 포트폴리오 등을 수집하고 이를 개방코딩에 따라 분석하였다. 연구의 결과를 살펴보면 유아교육과 학생들은 교재교구에 대한 환상을 가지고 있었으며. 교재교구 제작경험이 있을 때 부담감이 해소되었다. 또한 교재교구를 완성하였을 때 유아교육과 학생들은 완성도에 많은 아쉬움을 나타냈다. 유아교육과 학생들은 교재교구에 대해 다각적 측면에서 교재교구를 바라보는 시각이 생겼으며 교재교구 제작에 대한 자신감을 나타내었다. The purpose of this study is to investigate the experiences and changes in the process of early childhood education and the preparation of teaching materials for university students. The study consisted of 32 students who were in the 2nd grade of A university early childhood education in S city, which took the course of Study and teaching of the textbook of the first semester in 2017 I explained the process and purpose. The participants discussed with the researchers what kind of teaching materials to produce and one person made two teaching materials according to the results of the discussions. The researchers used the reflective journal, the teaching material preparation plan, the teaching material plan, the assessment, the evaluation paper with the peer students in the evaluation stage, and the portfolio for the preparation of teaching materials, Were collected and analyzed according to open coding. As a result of the study, the students in early childhood education had a fantasy about teaching materials. The burden was relieved when there was experience of making teaching materials. In addition, when the teaching materials were completed, early childhood education students showed a lot of unsatisfactory completeness. In the early childhood education students, the viewpoint of the textbook parish was seen from various aspects of the textbook parish, and showed confidence in the production of the textbook parish.

몽골 대학의 한국어 학습자와 교사의 요구 분석

방성원(Bang Seong-Won),우인혜(Woo In-Hea) 국어국문학회 2008 국어국문학 Vol.- No.150

This study firstly surveys the satisfaction on existing teaching materials for learners and teachers of Korean language at universities in Mongolia, and then it investigates the result of needs analysis on newly established teaching materials for beginners of Mongolian learners. Based on the needs analysis of two different groups, the direction to develop the teaching materials for the beginners which reflect Mongolians local features is like below; First of all, it should consider the features of curriculum of universities in Mongolia. To broadly use these teaching materials for beginners as cultural subjects and basic subjects for the major, it should take it consideration of time allocation as well as subjects characteristics. Main teaching materials should be studied on a weekly basis by following to the weekly learning time, and speaking, listening, reading and writing in a unit should be structured in an independent way to secure its original functions and integrate all the functions in a systematic way as well. It also requires developing workbooks along with main teaching materials to utilize them flexibly in various courses of study. Secondly, when designing the contents of teaching materials, there are several points to be considered; Many Korean language learners at universities in Mongolia put more emphasis on the motivations for academic and employment, and they present high demand especially for speaking and listening among four language skills. Furthermore, it should be noted that it does not fully reflect local circumstances of Mongolia to limit exclusively the topics and situations to Korean conditions for the materials. Situations for teaching materials in Mongolia should be designed considering the higher need about the situations using Korean within Mongolia area. FOI the learning of language elements such as vocabulary, grammar, and pronunciation, it should reflect sufficient explanation and practice rather than to focus on the quantity. Thirdly, Korean language learners at universities in Mongolia show the much interest in Korean-Mongolian translation and interpretation. Thus, it needs to reflect high demand of practice for Korean-Mongolian translation and interpretation in teaching materials for beginners. What is more, Korean language learners show the high need and expectation for the external compositions such as workbooks, cassette tapes, audio CD beyond main teaching materials, and it is presented that they need to translate matters related to the understanding of meaning and the knowledge of language and culture. To develop the Korean teaching materials for Mongolian learners. all those requirements should be considered.

교재교구 제작과정에서 나타난 예비유아교사의 경험 및 변화과정 탐구

김경철(Kyung-chul Kim),정혜승(Hye-seung Jung) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.7

The purpose of this study is to investigate the process of making teaching materials for pre - service early childhood teachers. The purpose of this study is to analyze the meaning of experience in the process of making the teaching materials. The subjects of this study were 28 pre - service infant teachers in early childhood education department. The subjects of this study were experienced in the production of teaching materials in various subjects and studied from September to December 2016. The results of this study can be summarized as follows: First, it was possible to provide preliminary early childhood teachers with a guideline for the preparation of teaching materials. Second, through the process of making a systematic teaching materials, it was possible to minimize unnecessary trial and error and to produce efficient and attractive teaching materials. Third, in the process of producing the teaching materials, various problems were encountered and various attempts were made to solve the problems in various aspects. Fourth, pre - service early childhood teachers who experienced the characteristics of education and various problem situations that can occur during the production of teaching materials through teaching process of teaching materials were able to have high knowledge about teaching materials by accumulating various knowledge and experience about teaching materials. 본 연구는 예비유아교사 본 연구는 교과교재연구 및 지도법 강의를 수강하는 예비유아교사가 경험하는 교재교구 제작과정에 대해 살펴보고 그 과정에서 경험의 의미를 분석해보는데 그 목적이 있다. 연구 참여자들은 유아교육과에 재학 중인 예비유아교사 28명을 대상으로 실시하였으며 기존의 여러 교과목에서 교재교구 제작 경험이 있는 상태이며 2016년 9월부터 12월까지 연구를 진행하였다. 연구결과 첫째, 체계적인 교재교구 제작과정을 경험하면서 생활주제 및 영역 선정, 재료선정, 도구 선정 등에 어려움을 느끼는 예비유아교사들에게 교재교구 제작을 위한 지침서의 역할을 제공할 수 있었다. 둘째, 체계적인 교재교구 제작 과정을 통하여 불필요한 시행착오를 최소화 하고 효율적이고 매력적인 교재교구 제작을 할 수 있었다. 셋째, 교재교구를 제작하는 과정에서 다양한 문제 상황에 직면하였고 여러 측면에서 문제를 해결하고자 다양한 시도를 하여 문제를 해결할 수 있었다. 넷째, 교재교구 제작과정을 통해 교육의 특성과 교구 제작 시 발생할 수 있는 다양한 문제 상황에 대해 경험한 예비유아교사들은 교재교구에 대한 다양한 지식과 경험이 쌓여 교재교구에 대한 높은 안목을 가질 수 있었다.

체육수업 교재연구에 대한 초등교사의 인식 및 실태 분석

임문택(Lim, MunTaik) 한국열린교육학회 2011 열린교육연구 Vol.19 No.1

본 연구의 목적은 체육수업 교재연구에 대해 초등 교사가 어떻게 인식하고, 실행하고 있는지에 대한 실태를 분석해 봄으로써 활발한 초등 체육수업 교재연구를 위한 자료를 제공하는데 있다. 이러한 연구목적을 달성하기 위한 연구방법은 설문지와 심층면담이었다. 구체적인 연구결과는 다음과 같다. 체육수업 교재연구의 필요성에 대해, 약 86.7%의 교사들이 교재 연구가‘필요하다’고 응답하였고. 체육수업 교재연구 실시 이유는‘수업 질 향상’(83.5%)으로 응답하였다. 체육수업 교재연구시 전문서적이나 연수의 필요성은, 약 81.7%의 교사들이 전문서적이나 연수의 필요성에 대해‘필요하다’고 응답하였다. 체육수업 교재연구에서 교사 경험이나 판단 능력의 중요성은, 약 94.6%의 교사들이‘필요하다’고 생각하였다. 체육수업을 할 경우 정보교환 및 협의의 필요성에 대해, 약 96.4%의 교사들이 정보교환 및 협의가‘필요하다’고 생각했고, 체육수업 교재연구를 하지 않는 이유는 ‘업무로 인한 시간부족’(68.9%)으로 나타났고, 체육수업 교재연구 횟수는‘1주 1회’(34.8%)로, 체육수업 교재연구 시기는‘일과 중’(72.6%)으로, 교재연구 장소는‘교실’(78.0%)로 나타났다. 체육수업 교재연구 정보수집 방법을 조사한 결과는‘인터넷 교육관련 자료실’(75.6%)을, 체육수업 교재연구 참고 자료를 조사한 결과는‘교사용지도서’(70.1%)를 가장 많이 활용하는 것으로 나타났다. 체육수업 교재연구 부족 자료는‘동영상’(69.5%)으로 나타났다. The purpose of this study is to provide data on the study of physical education teaching materials by analyzing how the elementary teachers are recognizing and conducting the study on physical education teaching materials. The study methods used to achieve the objectives of this study were questionnaire surveys and an in-depth interview. Specific results of study are as follows: Around 86.7% of the teachers answered that the study on the teaching materials is 'necessary' and answered as 'to promote the quality of class' (83.5%) for the reason to conduct the study of physical education teaching materials. It was recorded that 81.7% of the teachers answered as 'necessary' for the needs of the technical books and the education and training when conducting the study of physical education teaching materials. The results showed that 94.6% of the teachers answered as 'necessary' for the importance of the teachers' experiences and judgement. As to the need of information exchange and discussion when performing the physical education class, 96.4% of the teachers answered that the information exchange and discussion is 'necessary'. As to the reasons of not conducting the study of teaching materials, 'the lack of time due to tasks' (68.9%) was indicated the most and as to the frequency of the study of teaching materials, the answer of 'once a week (34.8%)' represented the most. For the time of study, 'during daily routine' (72.6%) was indicated the most and 'the classroom' (78.0%) was indicated as the place to study. As the information gathering method for the study of physical education teaching materials, 'utilizing 'internet educational resources' (75.6%) represented the most and 'the teacher's guide' (70.1%) was used mostly for the reference materials on the study of physical education teaching materials. The video data (69.5%) was indicated as insufficient data in the study of physical education teaching materials.