자연공간 통합 유아동작활동 실행연구
Action Research in Movement Education Activity for Young Children Integrated with Natural Space
- 주제(키워드) 자연공간 , 통합 , 유아동작활동 , 실행연구
- 발행기관 강릉원주대학교 일반대학원
- 지도교수 김은심
- 발행년도 2015
- 학위수여년월 2015. 2
- 학위명 박사
- 학과 및 전공 일반대학원 유아교육과
- 원문페이지 III, iii, 220
- 실제URI http://www.dcollection.net/handler/kangnung/000000007026
- 본문언어 한국어
초록/요약
The following research was conducted to define a basis for Movement Education Activity Integrated with Natural Space for Young Children (hereafter referred to as Integrated Movement Education), an environment contiguous with early childhood educational facilities. The purpose of this research was to improve the researcher’s lessons at the personal level, and at the social level; to further methodology and provide a purpose for teachers in implementing Integrated Movement Education The research questions are as follows: 1. What are the elements of Integrated Movement Education? 2. What is the procedure in implementing Integrated Movement Education? The research questions were tested using the following process. Research Question 1: What are the elements of Integrated Movement Education? To answer this research question, analysis of teaching manuals, both at the national level and “nuri” level, were conducted. In addition, teachers were interviewed and surveyed; characteristics of participating young children were also analyzed. A preliminary study was conducted through review of relevant literature, and selected the goals, content elements and sub elements of the program and teaching learning methods. The purpose of Integrated Movement Education was to; further young children’s creative physical expression by realizing the beauty of nature, recognition of the elements contributing to beauty in nature, and to develop environmentally friendly attitudes as well as a positive perception of one’s own body. Environmentally friendly experience and activities formed the basis of the educational contents and 7 topics were chosen. Instruction-learning methods were formulated into 5 steps; conception-discovery-excavation-revelation-development; with emphasis on activities rotating between indoor and natural space. Evaluation of the activities were separated into teacher evaluation and child evaluation. The teacher evaluation was focused on the evaluation of the activity and the expression of the children while the children’s evaluation was an evaluation of the activity. Research Question 2: What is the procedure in implementing Integrated Movement Education? First, What is the procedure in Integrated Movement Education? Integrated Movement Education was conducted in the following order; “Entering the natural space”, “Familiarization with movement expressions”, “Movement expression in the natural space”. Prior to Integrated Movement Education, familiarization with the natural space “Entering the natural space” and “familiarization with physical expression” was conducted using simple elements and simple movements. “Movement expression in the natural space” step expresses the 7 topics of movement education activity for young children integrated with natural space. This step evolved into “inside and outside”, “relaxed boundaries”, “integration”. The step “inside and outside” involved children having environmentally friendly experiences in the natural space; indoor activities and outdoor activities were conducted separately and independently from one another. “Relaxed boundaries” involved children conducting activities around the neighboring park and playground, as well as inside the auditorium in an integrated manner. The final step “integration”, involved combining the indoor and outdoor activity experiences, with the motion experiences. These experiences manifested into recreational activities within the classroom and the children voluntarily conducted activities in the new natural space. Secondly, what changes occurred to both the teacher and children as a result of Integrated Movement Education? As a result of the Integrated Movement Education, the children learned to “develop within the natural space”, “express oneself using motions”, “assimilate into the natural space.” First, the children developed from beings that are simply placed in a natural space into beings that seek out natural beauty and playing in the natural space. Second, the children learned to physically express the beauty of natural space creatively. Finally, the children learned to combine the natural and indoor space and freely play amongst them. The teacher developed into one that could “look at the natural space from the children’s perspective”, “coexist with children and nature”, and “practice true integration”. First, the teacher learned to take in nature the way it is and look from the perspective of a child. Second, the teacher learned to enjoy movement activity with the children within the natural space. Also, the teacher developed a way to integrate indoor and natural space with the children. The teacher moved away from linking topics with subjects and learned to integrate the children with the surrounding space and experiences. To conclude, Movement Education Activity Integrated with Natural space for Young Children provides beneficial experiences for both the teacher and children involved. The combination of indoor and natural space extends the potential scope of experiences and can be easily applied to the learning scene. Thus, it is an activity with high educational value.
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목 차
ABSTRACT
Ⅰ. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구문제 6
3. 용어의 정의 7
1) 자연공간 7
2) 자연공간 통합 유아동작활동 7
Ⅱ. 이론적 배경 8
1. 자연공간 8
1) 공간과 자연공간의 의미 8
2) 자연공간의 유아교육적 의미 11
3) 자연공간의 교육적 효과 14
2. 유아동작교육 17
1) 유아동작교육의 내용 17
2) 유아동작교육의 교수-학습 방법 20
3. 자연공간 통합 유아동작교육 25
1) 유아교육에서 통합의 의미와 유형 25
2) 자연공간 통합 유아동작교육의 효과 29
Ⅲ. 연구 방법 33
1. 실행연구 33
2. 연구 현장 35
1) 연구 기관과 주변환경 35
2) 연구 학급 39
3) 일과 운영 40
3. 연구 대상 41
1) 연구 참여자로서의 연구자 41
2) 유아 42
3) 설문 및 면담 대상 교사 45
4. 연구 절차 48
1) 자연공간 통합 유아동작활동 구성 49
2) 자연공간 통합 유아동작활동 실행 50
5. 자료수집 51
1) 자연공간 통합 유아동작활동 구성 관련 자료 51
2) 자연공간 통합 유아동작활동 실행 관련 자료 54
6. 자료 분석 55
1) 자연공간 통합 유아동작활동 구성 관련 자료 55
2) 자연공간 통합 유아동작활동 실행 관련 자료 61
7. 연구 윤리 67
Ⅳ. 자연공간 통합 유아동작활동 구성 69
1. 자연공간 통합 유아동작활동 실태 분석 결과 69
1) 국가수준 교육과정 및 누리과정 지도서 분석 결과 69
2) 교사 설문 조사 및 면담 결과 84
3) 연구자의 기록 자료 분석 결과 89
4) 참여 유아의 자연공간에서의 놀이와 행동 양상 관찰 90
2. 자연공간 통합 유아동작활동안 구성 92
1) 자연공간 통합 유아동작활동의 목적 및 목표 92
2) 자연공간 통합 유아동작활동의 교육내용 95
3) 자연공간 통합 유아동작활동의 교수-학습 방법 99
4) 자연공간 통합 유아동작활동의 평가 103
3. 자연공간 통합 유아동작활동 106
1) 목적 및 목표 106
2) 교육내용 107
3) 교수-학습 방법 111
4) 평가 119
Ⅴ. 자연공간 통합 유아동작활동 실행과 의미 120
1. 자연공간 통합 유아동작활동 실행과정 120
1) 자연공간으로 들어가기 120
2) 신체표현에 익숙해지기 128
3) 자연공간에서 신체표현하기 131
2. 자연공간 통합 유아동작활동 실행의 의미 154
1) 유아 154
2) 교사 162
Ⅵ. 실행의 마무리 168
1. 요약 및 논의 168
2. 결론 및 제언 174
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