생태유아교육 관련 교과목을 경험한 예비유아교사의 ‘유아중심’, ‘놀이중심’ 교육과정에 대한 은유적(metaphor) 인식 (The metaphoric recognition of the meaning of “child-based” and “play-oriented” curriculum to pre-service early childhood teachers with the experience of teaching curricular subjects related to the eco)

서지정보

· 발행기관 : 한국생태유아교육학회
· 수록지 정보 : 생태유아교육연구 / 20권 / 2호 / 99 ~ 128페이지
· 저자명 : 이소영

초록

본 연구는 예비유아교사를 대상으로 은유 분석을 통해 2019 개정 누리과정의 방향성인 유아·놀이중심 교육과정에 대한 심상을 살펴봄으로써 예비유아교사가 생각하고 있는 유아·놀이중심교육과정의 의미를 파악하고자 하였다. 이를 위해 사전연구동의를 받은 130명을 대상으로 설문을 실시한 후 불성실한 응답 혹은 은유 방법에 적절치 않은 설문을 제외한 128부를 최종 연구대상으로 선정하여 은유 분석을 하였다. 연구결과 유아중심 교육과정의 은유적 표현 내용 범주를 누리과정 운영으로 정리한 결과 “편성·운영”은 “자유로운 교육과정”(34), “유아중심의 교육과정”(13), “반드시 필요한 교육과정”(12), “교수·학습”은 “직접 경험하는 교육과정”(14), “창의적인 교육과정”(10), “자연을 닮은 교육과정”(8), “유연한 교육과정”(7), “다양한 경험의 교육과정”(5), “평가”는 “행복한 교육과정”(8), “소중한 추억의 교육과정”(6)으로 나타났다. 놀이중심 교육과정의 “편성·운영”은 “반드시 필요한 교육과정”(16), “맘껏 노는 교육과정”(10), “마음대로 교육과정”(9), “교수·학습”은 “배움이 일어는 교육과정”(24), “창의적인 교육과정”(22), “평가”는 “성장하는 교육과정”(26), “행복한 교육과정”(16), “좋은 것을 주는 교육과정”으로 나타났다. 이러한 결과를 토대로 예비유아교사의 “유아중심”, “놀이중심” 교육과정에 대한 인식을 파악하고 유아교사 양성기관에서 향후 누리과정에 대한 지도 시 방향성에 기여 할 수 있는 기초자료를 제공하고자 한다.

영어초록

The purpose of this study was to examine the mental images formed by the preservice early childhood teachers pertaining to the “preschooler-centered” and “play-centered” curriculums pursued by the revised 2019 Nuri curriculum in order to determine the meaning of the preschooler-centered and play-centered curriculums to them. we attempted to fulfill this by carrying out a metaphorical analysis. After we haded out the questionnaires were handed out to 130 preservice early childhood teachers who agreed to participate in this study in advance, the questionnaires were gathered from them, and the data of 128 respondents were selected for the execution of the metaphorical analysis. The two left out questionnaires were those that weren't fully filled out and were not appropriate for the metaphorical analysis. The findings of the study are as follows: as result of the research, the metaphorical-expression content categories in the child-based curriculum were arranged as the operation of Nuri curriculum; sequentially, “organization·operation” accounted for 70(54.7%), and appeared to include “free curriculum”(34), “child-centered curriculum”(13), as “certainly necessary curriculum”(12), “teaching·learning” of corresponding to “curriculum with direct experience”(14), “creative curriculum”(10), “nature-like curriculum”(8), “flexible curriculum”(7), “curriculum of diverse experiences”(5), “evaluation” as “happy curriculum”(8), and “curriculum of precious memories”(6); and “organization operaton” in play-oriented curriculum amounted to 59(27.4%), thus, was having been indicated to include “certainly necessary curriculum”(16), “enjoyable curriculum”(10), “curriculum at will”(9), “teaching·learning” of corresponding to “curriculum of arousing learning”(24), “creative curriculum”(22), “evaluation” as “growing curriculum”(26), “happy curriculum(16)”, and “curriculum of giving good things”. Based on the findings of the study, this study intended to grasp the awareness of the preservice early childhood teachers on the “preschooler-centered” and “play- centered” curriculums, and to provide credible information on the right direction that a curriculum geared toward teaching the Nuri curriculum in institutions that nurturine early childhood teachers should adopt, and the related teaching methods.

참고자료

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