지속가능발전교육으로의 공존지향적 유아교육에서의 교육내용 분석: 만 5세 누리과정 교사용 지도서를 중심으로 (An Analysis of Coexistence-oriented Early Childhood Education Contents, as an Education for Sustainable Development : Focused on the Age 5 Nuri-Curriculum Teacher’s Guidebooks)

서지정보

· 발행기관 : 한국영유아교원교육학회
· 수록지 정보 : 유아교육학논집 / 18권 / 5호 / 527 ~ 540페이지
· 저자명 : 김숙자, 홍희주, 김현정, 한미선

초록

본 연구는 만 5세 누리과정 교사용 지도서 11권에 나타난 지속가능발전교육으로의 공존지향적 유아교육에서의 교육내용 분석을 목적으로 하고 있다. 분석한 결과, 첫째, 각 생활주제에 나타난 지속가능발전교육으로의 공존지향적 유아교육에서의 교육내용 관련 범주 양상을 살펴본 결과, 11개의 생활주제 중에서 ‘유치원과 친구들’, ‘나와 가족’, ‘우리동네’, ‘교통기관’, ‘생활도구’, ‘건강과 안전’, ‘우리나라’는 타인관 또는 자아관 범주에서 가장 높은 발생비율을 보였고, ‘동식물과 자연’, ‘환경과 생활’, ‘봄여름가을겨울’에서는 환경관이 가장 높은 발생비율을 보였고, ‘세계여러나라’에서는 사회문화관이 가장 높은 발생비율을 보였다. 둘째, 전체 생활주제에 나타난 지속가능발전교육으로의 공존지향적 유아교육에서의 범주별 교육내용을 살펴본 결과, ‘타인관’의 범주의 ‘의사결정’ 교육내용과 ‘자아관’의 범주의 ‘합리적 사고’ 교육내용과 ‘환경관’의 범주의 ‘환경적 구성’의 교육내용에서 높게 나타났고, ‘사회문화관’의 범주의 ‘다문화’ 교육내용과 ‘경제관’의 범주의 ‘생산성’ 교육내용에서 높게 나타났다. 반면에 전혀 나타나지 않거나 매우 낮은 비율을 나타내는 교육내용은 ‘자아관’ 범주의 ‘평등’, ‘타인관’ 범주의 ‘신뢰’, ‘사회문화관’ 범주의 ‘통일’, ‘환경관’ 범주의 ‘지속가능발전’(환경협약)인 것으로 분석되었다.

영어초록

This study aims to analyze the coexistence-oriented early childhood education contents as an education for sustainable development that appeared in 11 Age 5 Nuri Curriculum Teacher’s Guidebooks. The results of the analysis are as follows. First, after careful analysis on the category aspect of the coexistence-oriented early childhood education as an education for sustainable development appeared in each life-based theme, it was found that ‘Kindergarten and Friends’, ‘Me and Family’, ‘Our Neighborhood’, ‘Means of Transportation’, ‘Living Tools’, ‘Health and Safety’ and ‘Our Country’ among 11 life-based themes showed high incidence in the view of ego, or view of others category, and for ‘Animals and Plants, and Nature’, ‘Environment and Living’, and ‘Spring, Summer, Fall and Winter’, the view of environment showed the highest incidence. And in the case of ‘Many Countries Around the World’, the view of social culture showed the highest incidence. Second, as a result of study on the education contents by categories in the coexistence-oriented early childhood education as an education for sustainable development appeared in whole life-based themes, the education contents shown as the highest in each category are as follows: ‘Decision Making’ in ‘the view of others’ category, ‘Reasonable Thoughts’ in ‘the view of ego’ category, ‘Environmental Composition’ in ‘the view of environment’ category, ‘Multi-culture’ in ‘the view of social culture’ category, and ‘Productivity’ in ‘the view of economy’ category. On the contrary, there were also the education contents which were not shown at all or represented only a low percentage, such as ‘Equality’ in ‘the view of ego’ category, ‘Trust’ in ‘the view of others’ category, ‘Reunification’ in ‘the view of social culture’ category, and ‘Sustainable Development (Environmental Agreement)’ in ‘the view of environment’ category, and these contents were not covered in the teacher’s guidebooks for age 5.

참고자료

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