스토리텔링 수학교육에 대한 유치원 교사의 인식, 실태 및 요구 (The Recognition and Needs of Kindergarten Teachers’ Storytelling Strategy in Mathematics Education)

서지정보

· 발행기관 : 한국영유아교원교육학회
· 수록지 정보 : 유아교육학논집 / 20권 / 6호 / 189 ~ 209페이지
· 저자명 : 정수현, 유은영, 이경진

초록

본 연구의 목적은 스토리텔링 수학교육에 대한 유치원 교사의 인식, 활용 실태 및 요구를 살펴봄으로써 스토리텔링 유아수학교육의 효과적인 현장 적용을 위한 기초 자료를 제공하는 것이다. 연구 대상은 대구, 경북지역에서 근무하는 유치원교사 219명이었다. 스토리텔링 수학교육에 대한 유치원교사들의 인식을 알아보기 위해 문헌 분석과 전문가 자문을 통해 스토리텔링 수학교육에 대한 인식, 실태, 요구 3개 영역으로 설문지를 개발하고, 예비검사를 거쳐 자료를 수집하였다. 수집된 자료는 교사들의 배경 변인에 따라 χ2, t-, F-검증으로 분석하였으며, 사후검증은 Scheffé를 사용하였다. 연구 결과 스토리텔링 수학교육에 대한 유치원교사들의 인식, 실태, 요구에 대한 일부 항목은 교사의 배경 변인에 따라 통계적으로 유의미한 차이가 나타났다. 나아가 스토리텔링 수학교육 프로그램 개발 및 보급과 현직 교사들을 대상으로 하는 온ㆍ오프라인 교원 연수 기회가 가장 필요한 것으로 나타났다.

영어초록

The purpose of the study was to investigate kindergarten teachers’ recognition and needs and to examine the actual condition of storytelling mathematics education in kindergarten, and to offer basic resources to develop storytelling mathematics education program to meet teachers’ needs. This study’s research questions were as followings: 1. What is the kindergarten teachers’ recognition on storytelling mathematics education? 2. What are the actual conditions of storytelling mathematics education in kindergarten? 3. What are the kindergarten teachers’ needs of storytelling mathematics education? The subjects in this study were 219 kindergarten teachers in Gyeongbuk. The major findings of this study are as follows: First, kindergarten teachers’ recognition on storytelling mathematics education varied statistically significantly depending upon teachers’ background variables such as educational background, age, job experience and kindergarten location. Some kindergarten teachers of high educational background, less than 5 years’ job experience, living in small town, aged 26 to 30 years or older than 42 years understood story telling mathematics education better than others who were not. Second, storytelling mathematics education strategy was used in kindergarten from 1 to 2 times a week and the main reason to adopt this strategy was to be ‘effective to make children interested’. For the effective storytelling strategies, kindergarten teachers were asked not only to understand the story context but also to have sufficient mathematical knowledge. Third, kindergarten teachers have the needs of ‘storytelling mathematical program design for young children and its distribution’, and teacher training for the deep understanding of storytelling mathematics education and its strategies. In teacher training program, kindergarten teachers’ background of education, age, job experience, and kindergarten location need to be considered for effective education.

참고자료

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