유·초 연계에 기초한 2007년 개정 유치원 교육과정의 수학교육 내용 분석
Analysis on the content of Mathematics Education of 2007 Kindergarten Curriculum Notified of continuity from Kindergarten to Elementary School
- 발행기관 강릉원주대학교 일반대학원
- 지도교수 최혜진
- 발행년도 2009
- 학위수여년월 2009. 8
- 학위명 석사
- 학과 및 전공 유아교육학과
- 원문페이지 iii, 70 p.
- 본문언어 한국어
초록/요약
We have lived in information oriented society, and mathematics allows us to organize different problems systematically, and to solve problems effectively. Recently, people are demanding the understanding and usage of mathematics gradually. Our country's instruction of teaching mathematics has reorganized by social request, because the instruction of kindergarten and primary school has changed. The new 2007 revised instruction of kindergarten shows the key points which are inducement of 6th instruction's fundamental philosophy and constitution, strengthening the connection to primary, and middle school instruction, and strengthening the self-regulation for each kindergarten(Ministry of Education, Science and Technology, 2008). The area of 'Tam-Gu-Saeng-Hwal', which is primary school students' vacation homework, includes mathematics, and it is revised with these key points. The direction of revision is trying to connect to primary school teaching instruction. Mathematics is constructed by logical arrangement of general idea. Also Kindergartener and lower grades of primary school student belong to the category of early childhood education age, and they are in preoperational stage, which is the second of four stages of cognitive development by Piaget. They have similar thinking and similar personality. Therefore, the education contents need to be connect to each other(Written by Hye Jin Choi, Hye Eun Lee 2005). The purpose of this study is analyzing whether the new revised instructions of teaching mathematics in kindergarten and in primary school are connected each other or not. I established the following study contents for the purpose. First, knowing the connection of the teaching mathematics instruction's purpose between kindergarten and primary school. Second, knowing the connection of the teaching mathematics instruction's contents between kindergarten and primary school. Third, knowing the connection of the teaching mathematics instruction's method between kindergarten and primary school. Fourth, knowing the connection of the teaching mathematics instruction's evaluation between kindergarten and primary school. In this study I analyzed the national standard mathematics teaching instruction is related between kindergarten and primary school, and also between explanation of kindergarten's and primary school's(Ministry of Education, Science and Technology, 2008). I looked up the side of taxology in education purpose for the connection of teaching mathematics' purpose, and analyzed whether the contents have vertical relations or not for education contents. Also I researched by using teaching media and epilogue for teaching method, and I analyzed whether they are connected by comparing the purpose, contents, and method side for evaluation. With this study, I could get following study result. First, the connection of the purpose between kindergarten's and primary school's mathematics education shows that they have common purpose which is trying to provide them the interests, but the primary school instruction has more higher purpose with cognitive learning than kindergarten education. Therefore, I recognized that the relation of vertical education is achieved. Second, the connection of contents shows that the basic contents of mathematics are relative, but they are not related with space, figure, measure, problem solving, and probability. Also in the contents, the terms in teaching mathematics between kindergarten and primary school are not match, and it is not stable. Third, the connection of teaching method shows that they all recommend that the contents need to be present various types of method with activities, and games. Also they have common purpose that they use teachers' open epilogue, and detailed and realistic teaching media. However, with using variety teaching media, the primary school provide more details of the media, which is including abstract, and symbolic meaning, than kindergarten media does, and they use technology such as calculator and computer. It shows that they provide the connection of teaching method to improve mathematical ability. Fourth, the connection of evaluation shows that in the instruction of kindergarten, they evaluate children's' personality and changing according to the purpose and contents of instruction, but in the instruction of primary school, they divide to the side of cognitive, which can see the mathematical knowledge development, and the side of definitive about interests and attitude. They all need to be careful not to evaluate the children with only one side, and they also need to collect various information and results, so than they can analyze with different side of children's ability in mathematics. This makes the kindergarten and primary school evaluate relatively. I could get the following results by this study. In the purpose of teaching mathematics, the kindergarten instruction purpose needs to be provided more detailed, concrete, and clearly, and the terms need to be match. Also low level of contents needs to be provided continuously and systematically with connection. Moreover they need to know the connection to them about the detailed activities in guide book or textbook through analyzing the teaching instruction and manual. With the teaching method and evaluation, the kindergarten needs to provide more detailed teaching method, and evaluation like primary school's teachinginstruction. Furthermore, it has not been long that the revised kindergarten and primary schoolteaching instruction has enforced the system. Therefore, it is necessary to analyze about instruction's connection through the teacher's level of comprehensive, knowledge, and teaching real class.
more목차
Ⅰ. 서론 = 1
1. 연구의 필요성 및 목적 = 1
2. 연구내용 = 5
Ⅱ. 이론적 배경 = 6
1. 2007년 개정 유치원 교육과정에서의 수학교육 = 6
2. 초등학교 수학교육과정 = 17
3. 수학교육과정의 연계성 = 29
Ⅲ. 연구방법 = 35
1. 연구 대상 = 35
2. 연구 도구 = 37
3. 연구 절차 = 41
Ⅳ. 연구결과 = 42
1. 유치원과 초등학교 1학년 수학교육 목표의 연계성 = 42
2. 유치원과 초등학교 1학년 수학교육 내용의 연계성 = 44
3. 유치원과 초등학교 1학년 수학교육 교수?학습 방법의 연계성 = 55
4. 유치원과 초등학교 1학년 수학교육 평가의 연계성 = 60
Ⅴ. 논의 및 결론 = 63
참고문헌 = 67
