2019 개정 누리과정과 연계한 유아 동작교육에 대한 교사인식 및 운영 실태
- 발행기관 강릉원주대학교 교육대학원
- 발행년도 2021
- 학위수여년월 2022. 2
- 학위명 석사
- 학과 및 전공 도움말 교육대학원 유아교육
- 실제URI http://www.dcollection.net/handler/kangnung/000000011136
- UCI I804:42001-000000011136
- 본문언어 한국어
초록/요약 도움말
The purpose of this study is to understand the teacher's perception and operation status of early childhood movement education in connection with the 2019 revised Nuri curriculum and to find out how the teacher perceives early childhood movement education and what difficulties there are. The research problems set according to the research purpose are as follows. Research Question 1. What is the teacher's perception of the goals and contents of early childhood movement education of kindergarten and daycare center teachers? Research Question 2. What is the operation status of early childhood movement education for kindergarten and daycare center teachers? The subjects of this study are teachers working at early childhood education institutions in Gangwon-do. A total of 472 questionnaires were distributed and 467 copies were reflected in the research results. In order to find out the appropriateness of the questionnaire questions, the content validity was verified by early childhood education experts, and the collected data were subjected to chi-square test and multiple response analysis according to the questions using the SPSS 25.0 statistical program. The results of this study are as follows. First, as a result of examining the goals and contents of infant motion education presented in the Nuri curriculum, focusing on the physical exercise and health area and art experience area, teachers generally know the goals and contents of the physical and health area (enjoy physical activity), and art experience area (search beauty, express creatively, and appreciate art). However, there was a difference in teacher experience. Specifically, there was a significant difference according to the teacher's career in all questions about physical exercise and health areas and art experience areas. Second, regarding infant motion education, teachers' perceptions were examined by dividing them into motion activities planned by teachers to support and expand infant play and motion games that naturally express in infants' play. In the case of motion activities, it was found that the purpose was to develop and explore the body to foster a healthy body, and in the case of motion play, the purpose was to foster self-expression ability and symbolic representation ability. As a result of examining the teacher's perception of which part of infant development (cognitive, language development, social, and emotional development) infant movement activities and movement play were most helpful, and kindergarten teachers recognized that it was most helpful in increasing self-expression. In addition, both daycare center and kindergarten teachers recognized that infant movement activities and movement play were helpful in expressing and controlling their emotions. Third, in terms of motion education, it was divided into motion activities planned by teachers to support and expand infant play and motion games that naturally express in infants' play to find out how they operate in kindergartens and daycare centers, and what difficulties teachers feel in the operation process. As a result of examining the operation status of infant movement activities and movement play, it was found that the movement activities were conducted together by the homeroom teacher and external physical education teacher. The number of operational activities was carried out from time to time as necessary, and the implementation time was generally within 15 to 20 minutes, and there was a significant difference according to the teacher's experience. As a result of selecting all the group types performed during the movement activities, the most common form of movement activities was large group activities. In terms of the method of motion activity, movement and dance using the body were the most common, but no significant results were found depending on the background variable of the teacher. It was found that each class had the largest number of classrooms where infants usually play motion games. The number of implementations was made from time to time at the request of infants, and in the case of motion games, individual games were performed the most. It was found that the method of motion play was mainly the method of motion and dance using one's body in the process of play. Fourth, we also looked into the difficulties faced by teachers during infant movement activities and movement play. As a result, it was found that teachers had the greatest difficulty in 'regulating body movement' among the contents of physical exercise and health areas during infant movement activities and movement play, but no significant results were found depending on the teacher's background variables. In the content of the art experience area, teachers were found to have the greatest difficulty in 'watching and imagining art', and there was a significant difference according to the teacher's career and age. Teachers with lower careers and ages had difficulty 'interested in traditional art,' and teachers with higher careers and ages had difficulty 'watching and imagining art.' In terms of teaching and learning methods, teachers' difficulties differed significantly depending on the type of teacher work institution, and daycare center teachers responded that it was difficult to perform movement activities and movement games integrally with the three areas of the 2019 revised Nuri curriculum. Daycare center teachers were having difficulty with the integrated operation method, and kindergarten teachers were having difficulty due to a lack of related data. In terms of teacher support, there was no significant difference in the difficulties experienced by teachers according to the teacher's background variables. As a result of examining the overall trend according to the teacher's background variable, it was found that most of the related teacher training was focused only on theory, so it was difficult to learn the practice for field application. In particular, most of the teachers responded that they used the materials provided by private educational companies (nurinori, kidkids, etc.) for materials referenced by teachers during movement activities and movement games. In the process of supporting kindergarten and daycare center teachers' infant movement activities and movement play, most teachers use data provided by private educational companies, so specific teaching and learning media and materials that teachers can use in supporting infants should be developed. In addition, the quantitative research method conducted in this study has limitations in in-depth research on infant motion activities and motion play in the early childhood education field and in-depth research is needed to directly observe and analyze the play process and expand teacher support.
more목차 도움말
ABSTRACT ⅰ
Ⅰ. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구문제 6
3. 용어의 정의 7
Ⅱ. 이론적 배경 9
1. 3-5세 공통 교육과정 9
1) 5세 누리과정 10
2) 3-5세 연령별 누리과정 11
3) 2019 개정 누리과정 12
4) 2019 개정 누리과정과 연결한 교사의 역할 16
2. 유아 동작교육 17
1) 유아 동작교육의 개념 및 중요성 17
2) 국가수준 교육과정과 동작교육(신체운동·건강 영역과 예술경험 영역) 21
3) 유아 동작교육에서 교사의 역할과 태도 34
3. 유아 동작교육에 대한 교사인식 관련 선행연구 37
Ⅲ. 연구방법 41
1. 연구 대상 41
2. 연구 도구 43
3. 연구 절차 44
4. 자료처리 및 분석방법 44
Ⅳ. 연구결과 및 해석 46
1. 유아 동작교육의 목표 및 내용에 대한 교사인식 46
1) 신체운동·건강 영역의 목표와 내용범주(신체활동 즐기기)에 대한 교사인식 46
2) 예술경험 영역의 목표와 내용범주(아름다움 찾아보기, 창의적으로 표현하기, 예술 감상하기)에 대한 교사인식 48
3) 유아 동작활동과 동작놀이의 목적에 대한 교사인식 53
4) 유아 동작활동과 동작놀이 진행 시 유아의 발달에 대한 교사인식 54
2. 유아 동작교육 운영실태 57
1) 유아 동작활동 주체 57
2) 유아 동작활동 실시 횟수 58
3) 유아 동작활동 실시 시간 59
4) 유아 동작활동 집단형태 61
5) 유아 동작활동 방법 61
6) 유아 동작놀이 실시 장소 62
7) 유아 동작놀이 실시 횟수 64
8) 유아 동작놀이 실시 시간 65
9) 유아 동작놀이 집단형태 66
10) 유아 동작놀이 방법 67
11) 신체운동·건강 영역 내용인식 측면에서의 어려움 68
12) 예술경험 영역 내용인식 측면에서의 어려움 69
13) 교수·학습 방법적 측면에서의 어려움 71
14) 수업 운영 측면에서의 어려움 72
15) 교사 지원적 측면에서의 어려움 73
16) 유아 동작활동과 동작놀이 진행 시 참고자료 75
Ⅴ. 논의 및 제언 77
1. 논의 77
2. 제언 81
참고문헌 83
부 록 90
