역사 스토리텔링 요리활동이 만 5세 유아의 역사적 태도 및 공감능력에 미치는 영향
The effect of History Storytelling-Cooking Activities on the historical attitude and empathy of children 5-years old
- 주제(키워드) 도움말 역사스토리텔링 요리활동 , 역사적 태도 , 공감능력
- 발행기관 강릉원주대학교 일반대학원
- 지도교수 도움말 송수희
- 심사위원 한종화, 김현정, 송수희
- 사용가능일 20190201
- 발행년도 2018
- 학위수여년월 2019. 2
- 학위명 석사
- 학과 및 전공 도움말 일반대학원 유아교육과
- 실제URI http://www.dcollection.net/handler/kangnung/000000010357
- UCI I804:42001-000000010357
- 본문언어 한국어
초록/요약 도움말
The purpose of this study is to find out the effect on the infants' historical awareness and empathy of history after conducting the historical storytelling activities based on historical circumstances related to cooking, focusing on the Korean cuisine activities presented in the Nuri program for infants aged 5 years old. For this study, the research was conducted on a group of 13 infants aged 5 years old from kindergarten S and neighboring H in the city C, Gangwon-do, respectively. For the infants in the experimental group, history storytelling-cooking activities were conducted 8 times, and for ones in the comparison group, cooking activities 8 times right after reading fairy tales. The dishes were chosen based on Korean cuisine presented in the Nuri program. Prior to and after the program, historical attitudes and empathy tests were conducted on both groups to calculate Pre - and Post - test scores, verifying the effectiveness of the program by ANCOVA. The results are as follows: First, there were more positive and meaningful differences in the historical attitude of infants in the experimental group that did history storytelling cooking activities than in the comparative group that did the cooking activities after reading fairy tale books (F=48.5111, P-value=0.000). Second, there were more positive and meaningful differences in infants' empathy in the experimental group that did history storytelling cooking activities than in the comparative group that did the cooking activities after reading fairy tale books (F=5.721, P-value=0.026). These results show that history storytelling cooking activities have a significant impact on infants' historical attitudes and empathy.
more초록/요약 도움말
본 연구의 목적은 만 5세 유아들에게 누리과정에 제시되고 있는 한식요리 활동을 중심으로 요리와 연관된 역사적 상황에 기초한 역사 스토리텔링 요리활동을 수행한 후 유아의 역사적 태도와 공감능력에 미치는 영향이 어떠한지 알아보는 것이다. 본 연구를 위해, 강원도에 소재한 C시의 S어린이집과 인근에 위치한 H어린이집 만 5세 유아들로 각각 13명을 대상으로 연구를 진행하였다. 실험집단 13명 유아에게는 역사 스토리텔링 요리활동 8회와 비교집단 13명의 유아에게는 동화책 읽고 요리활동하기 8회를 실시하였다. 요리는 누리과정에 제시된 한식요리를 중심으로 선정하여 시행하였다. 프로그램 전 후에 두 집단 모두를 대상으로 역사적 태도와 공감능력 검사를 실시하여 사전 사후 점수를 산출하였으며, 공변량 분석으로 프로그램의 효과를 검증하였다. 이를 통한 결과는 다음과 같다. 첫째, 역사 스토리텔링 요리활동을 실시한 실험집단이 동화책 읽고 요리활동을 실시한 비교집단보다 유아의 역사적 태도에서 긍정적으로 유의미한 차이가 나타났다(F=48.5111, P-value=0.000). 둘째, 역사 스토리텔링 요리활동을 실시한 실험집단이 동화책 읽고 요리활동을 실시한 비교집단보다 유아의 공감능력에서 긍정적으로 유의미한 차이가 나타났다 (F=5.721, P-value=0.026). 이러한 결과를 통하여 역사 스토리텔링 요리활동이 유아의 역사적 태도와 공감능력에 유의미한 영향을 주는 것을 알 수 있다.
more목차 도움말
목 차
국문 요약 ············································································································· Ⅰ
I. 서 론 ·················································································································· 1
1. 연구의 필요성 및 목적 ······················································································ 1
2. 연구문제 ········································································································· 7
3. 용어의 정의 ····································································································· 8
1) 역사 스토리텔링 요리활동 ·············································································· 8
2) 역사적 태도 ····································································································· 8
3) 공감능력 ········································································································· 8
II. 이론적 배경 ····································································································· 9
1. 역사 스토리텔링 ······························································································ 9
1) 스토리텔링 개념 및 교육적 효과 ·································································· 9
2) 스토리텔링 교수-학습 방법 ·············································································14
3) 역사 스토리텔링 ································································································22
2. 유아 요리활동 ······································································································27
1) 유아 요리활동 개념 및 중요성 ······································································27
2) 유아 요리활동의 교육적 가치 ········································································29
3) 역사 스토리텔링 요리활동 ··············································································35
3. 유아의 역사적 태도 및 공감능력 ····································································36
1) 유아의 역사적 태도 ··························································································36
2) 유아 공감능력 ····································································································39
III. 연구방법 ·········································································································43
1. 연구대상 ················································································································43
2. 연구설계 ················································································································43
3. 검사도구 ················································································································44
1) 유아의 역사적 태도 검사도구 ········································································44
2) 유아의 공감능력 검사도구 ··············································································45
4. 연구절차 ················································································································47
1) 예비검사 ··············································································································47
2) 검사자 교육 ········································································································48
3) 사전검사 ··············································································································48
4) 실험처치 ··············································································································49
(1) 실험처치 기간과 운영 ···················································································49
(2) 역사 스토리텔링 요리활동 스토리 구성 ···················································50
(3) 역사 스토리텔링 요리활동 교수-학습 과정 ··············································58
(4) 비교집단 교육활동 ·························································································59
5) 사후검사 ··············································································································62
5. 자료처리 및 분석 ································································································62
IV. 연구결과 ·········································································································63
1. 역사 스토리텔링 요리활동이 만 5세 유아의 역사적 태도에 미치는
영향 ························································································································63
2. 역사 스토리텔링 요리활동이 만 5세 유아의 공감능력에 미치는 영향 ·· 66
V. 논의 및 제언 ···································································································69
1. 논의 및 결론 ········································································································69
2. 제언 ························································································································76
참고문헌 ·················································································································78
부 록 ·······················································································································78
1. 역사 스토리텔링 요리활동의 스토리예시와 요리활동 계획안 ·················· 92
2. 역사적 태도 및 공감능력 검사도구 ······························································118
3. 역사적 태도 그림검사 보조자료 ····································································121
ABSTRACT ·········································································································122
