초등학교 교과서 속의 민속놀이 실태와 문제－2007 개정 교육과정에 따른 교과서를 중심으로－ (The Current Status and Problems of Traditional Games with in Elementary School Textbooks －Bringing the 2007 Revised Curriculum to the Forefront－)

서지정보

· 발행기관 : 실천민속학회
· 수록지 정보 : 실천민속학 연구 / 19권 / 35 ~ 61페이지
· 저자명 : 이상호

초록

초등교육에서 교과서가 갖는 비중은 무척 크다. 따라서 전통교육의 측면에서 교과서에 민속놀이가 어떤 내용으로 얼마나 자주 실렸는지를 파악하는 것이 중요하다. 이를 위해 왜 민속놀이가많이 실리게 되었는지 이유를 파악하였다. 그 결과 접근의 용이성, 준비의 간편성, 영역의 다양성,효과의 지속성, 내용의 수용성이라는 요소가 추출되었다. 이는 노래, 춤, 복식, 의례 등과 같은 전통교육의 여러 측면과 비교했을 때 민속놀이가 많이 실리게 되는 근본적인 이유이다.
구체적인 내용에 대한 분석으로 교과서의 모태가 되는 교육과정에 대한 분석을 시도하였다.
이를 통해 3차, 7차에서 ‘우리 문화에 대한 이해의 토대 위에 새로운 가치를 창조하는 사람’이라는 항목이 민속놀이 게재와 직접 연관되었음을 밝혔다.
7차 교육과정과 2007 개정 교육과정에 따른 교과서 분석에 의하면 이전 교육과정에 비해 민속놀이의 빈도에는 변함이 없지만 질적으로는 낮아지고 있고, 학년별 민속놀이가 불균형을 이루고있으며, 고학년으로 갈수록 놀이가 줄어들고 있었다. 이는 전반적으로 전통교육의 비중 및 중요성이 약화됨을 나타내는 지표로 파악할 수 있다. 또한 내용적으로 놀이를 교과 교육목표 달성을 위

영어초록

　There is a lot of emphasis placed on textbooks within elementary school systems. Therefore, with traditional education in mind, it is important to grasp the contents that come up with respect to traditional games and how often they are carried.
For this purpose, I understood why traditional games became so often carried.
The ease with which the conclusion is reached, the simplicity of preparation, the variety of domains, the persistence of the effect, the ease understanding the content are all extracted. Although song, dance, costume, customs are all a part of tradition, folk games are focused on more often because of the aforementioned reasons.
　Although the textbook is important, there is no textbook without a curriculum, therefore we must look closely at the curriculum. What we find is that in the 3rd and 7th editions of the curriculum there is a quote saying we should promote understanding of Korean culture as well as improve it. What we find then, is that traditional play is strongly tied to the curriculum, which explains its prevalence.
　Comparing the 7th edition of the curriculum and the 2007 curriculum shows that traditional play was reduced and there is an inconsistent focus on traditional games and as a result, there are less traditional games played as students progress through grades. The reason for this is that the emphasis placed on traditional games and the importance placed on it is reduced and weakened. Another reason is that traditional games are originally meant for fun but was beginning to be used to educate (with the wrong purpose.) Another inconsistency is the level of play.
Although young kids must be taught easier traditional games and older students harder ones, this progression is entirely ignored in the curriculum which is why teachers are unable to effectively teach traditional games in schools today.
How might one fix these problems? Firstly, we need to understand that traditional games were taught with the intention of fun. Second, there must be a consistency in the level of traditional games taught to the level of students. Third, the resources need for traditional game (field, space, extra time, facilitator, students, etc) are all needed in order to properly reintroduce traditional games.
If all of these instructions are observed traditional games can exist and thrive once again.

참고자료

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