예비유아교사를 위한 스토리텔링기반 협동학습 모형 개발

서지정보

· 발행기관 : 한국보육지원학회
· 수록지 정보 : 한국보육지원학회지 / 7권 / 2호
· 저자명 : 강문숙

목차

Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 모형의 초안
Ⅳ. 현장적용을 통한 모형의 최종안
Ⅳ. 결론
참고문헌

초록

본 연구는 팀 구성원들과 관계를 형성하여 협동하는 능력을 길러주고, 자신과 타인에 대해 이해하고 신뢰가 바탕이 되어야 하는 예비유아교사들에게 스토리텔링 기법을 활용하여 협동학습 모형을 개발하고자 한다. 이러한 연구의 목적을 달성하기 위하여 문헌 및 사례연구를 통하여 스토리텔링기반 협동학습 모형 초안을 구안하고, 이를 현장에 적용하여 모형의 강점과 개선점을 중심으로 수정·보완하여 모형을 구안하였다. 도출된 모형의 초안은 P시 D대학 유아교육과 학생을 대상으로 6주에 걸쳐 현장적용 하였다. 그 결과, 협동학습에 대한 긍정적인 반응과 협동학습에 대한 재인식하기, 팀 구성원의 역할분담 재구성에 대한 필요성이 도출되었고, 이를 바탕으로 모형을 수정·보완하여 예비유아교사를 위한 협동학습 모형의 최종안을 구안하였다.

영어초록

The purpose of this study was to developing a cooperative learning model utilize storytelling technique to the Preliminary childhood teachers whose learning was in order to improve ability and collaboration of making relationships a teams members by the cooperative learning which was performed on the basis of the confidence after understanding themselves and others.
To achieve the purpose, the study was performed by dividing into two stages. First, the draft of storytelling based cooperative learning model was proposed by performing a literature survey and a case study. Second, the draft model was applied to the actual work. And the draft was modified and developed to the final model on the basis of the draft model's strenth and implemented to 39 students who were the sophomore of child care education department and enrolled the profession class of at B college P city for 8 weeks.
From the implementation result of the model, it was obtained that there was the positive reaction on applying storytelling technique to the beginning stage of cooperative learning. And adding of 'Re-constitution role sharing team' step in the original steps was suggested.
In the end, this model was modified and issued based on the research result.
The researchers proposed a cooperative learning model storytelling based for Preliminary childhood teachers which consists 6 phases : (1) understanding cooperative learning (2) Building the team and role sharing team (3) theme setting and theme structuralization (4) Re-constitution role sharing team (5) announcement of the results and evaluating (6) reflection of general.
Key Words： Preliminary childhood teachers, Storytelling, Cooperative Learning

참고자료

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