초등학교 수업지도안 - chodeunghaggyo sueobjidoan

최근 권호 논문

| | | |

다운로드

(기관인증 필요)

초록보기

이 연구의 목적은 교사들이 학교교과목을 개발하고자 할 때 유용하게 활용할 수 있는 절차를 구안하여 제시하는 것이다. 연구방법은 교육평설이었다. 연구참여자는 교사교육과정 또는 학교교과목 개발 경험이 있는 초등교원 6명이었다. 이 연구에서 확인한 범용 학교교과목 개발 7단계는 다음과 같다. 제1단계는 개발하고자 하는 학교교과목의 주제 내용을 철저히 조사하는 단계다. 제2단계는 규범적으로 제시할 성취기준을 설정하는 단계다. 제3단계는 내용 체계표를 만드는 단계다. 제4단계는 내용 체계표를 채우는 단계다. 제5단계는 활동 자료를 만드는 단계다. 제6단계는 임시 적용하여 피드백을 받는 단계다. 제7단계는 피드백을 반영하여 최종안을 확정하는 단계다. 이 연구참여자들이 개발한 학교교과목 개발 7단계는 매우 단순하고 직관적이어서 학교교과목 개발에 관심을 가진 교사에게 그 개발 과정을 안내하는 훌륭한 등대가 될 것으로 평가된다.

The purpose of this study is to devise and present procedures that teachers can use usefully when developing school subjects. The research method was educational criticism. The study participants were 6 elementary school teachers who had experience in developing teacher curriculum or school subjects. The seven stages of general-purpose school subject development identified in this study are as follows. The first step is to thoroughly research the topic content of the school subject to be developed. The second stage is the stage of setting achievement standards to be presented as normative. The third step is to create a content system table. The fourth step is to fill out the content system table. The fifth step is to create activity materials. The sixth step is to temporarily apply and receive feedback. The seventh step is to finalize the final draft by reflecting the feedback. The seven stages of school subject development developed by the participants of this study are very simple and intuitive, so it is evaluated to be an excellent beacon to guide the development process to teachers interested in school subject development.

다운로드

(기관인증 필요)

초록보기

이 연구는 초등교사 간 공존 양상에 대한 자문화기술지로서, 초등교사가 동료교사와 관계를 맺고 상호작용을 하며 공존할 때 두드러지는 양상을 중심으로 네 가지 문화주제를 도출한 후, 해당 주제를 중심으로 초등교사 간 공존 문화를 기술하고 해석하였다.
첫째, '경계(boundary)': 범주와 거리, 둘째, '폐 끼침(bother)': 호혜성과 공명성, 셋째, '교차(intersection)': 공시성과 통시성, 넷째, '힘(Wille zur Macht)': 구속과 추동이라는 네 가지 문화주제가 도출되었으며, 각각의 주제에서는 초등교사가 동료교사와 자신 간의 경계를 어떻게 형성하는지, 초등교사와 동료교사가 상호 간의 폐 끼침을 어떻게 다루는지, 초등교사가 어떠한 동료교사들과 동시대를 살아가며 어떠한 교사의 역사 속에 놓여있는지, 초등교사와 동료교사가 어떠한 방식으로 서로에게 영향력을 행사하는지 밝혔다.
이 연구는 학교 현장 속 초등교사들의 일상적 삶을 이해하기 위한 기초연구로서, 초등교사로 하여금 스스로의 삶을 회고하고 성찰할 기회를 제공할 뿐 아니라, 더 나은 교사 간 공존을 위한 문제 해결의 실마리, 그리고 교사 임파워먼트 및 교사 전문성의 근거가 되어줄 것이다. 또한 현장에 뿌리를 둔 이론의 생성과 확산을 지향함으로써, 교사 문화에 대한 담론 형성과 교사 주체의 존엄성 및 가능성을 중요시하는 연구의 개진에 이바지할 것이다.

This study is an autoethnography of the aspect of coexistence among elementary school teachers. In this study, four cultural themes were derived focusing on the prominent aspects when elementary school teachers coexist, interacting with their fellow teachers. The culture of coexistence among elementary school teachers is described and interpreted around the themes.
The four themes are: first, 'boundary': category and distance, second, 'bother': reciprocity and resonance, third, 'intersection': synchronicity and diachrony, fourth, 'Wille zur Macht' : restraint and drive. Each theme covers the following: how an elementary school teacher forms a boundary between himself/herself and his/her co-teacher, how an elementary school teacher and a co-teacher deal with trouble, what kind of teacher an elementary school teacher lives at the same time and what kind of teacher is placed in the history, and how elementary school teachers and fellow teachers influence each other.
This study is a basic study to understand the daily lives of elementary school teachers in the school field, and provides elementary school teachers with opportunities to look back and reflect on their own lives, as well as provide clues to solving problems for better coexistence among teachers and basis for teacher empowerment and teacher professionalism. In addition, it will contribute to the formation of a discourse on teacher culture and the advancement of research that values the dignity and possibility of the teacher subject.

다운로드

(기관인증 필요)

초록보기

최근 교실마다 다양하게 교육과정을 재구성 및 개발하고 있는 시점에서, 본 연구는 교실교육과정 유형을 구분하는 시도를 하였다. 이를 위해서 초등학교 교실에서 H교사가 실행한 교육과정 사례를 기술하고, 이 사례에 근거하여 서로 다른 교실교육과정 유형을 구별하였다. 연구 결과 H교사가 교실에서 실행한 교육과정, '내용을 추론해 요'와 '잠 못 이루는 밤'은 서로 구분이 가능한 교실교육과정이었다. 하나는 계획→실천→평가 과정을 거쳐서 개발하는 '성취기준 출발형' 교육과정이고, 다른 하나는 잠재성→되기→됨 과정을 거쳐서 개발하는 '성취기준 연결형' 교육과정이다. 연구 결과를 바탕으로 서로 다른 유형의 교실교육과정에 따라 교실교육과정 개발을 안내하는 모형 연구, 특성 연구를 후속 연구로 제언하였다.

While curriculum reconstruction and development have been active in each classroom in recent years, this paper explores the types of classroom-level curriculum. This study describes cases of classroom curriculum implemented by teacher H, and based on these cases, explores two different types of classroom curriculum. The result shows that teacher H's classroom curriculum, 'Infer the content' and 'Sleepless night', can be distinguished into two different types; (1) 'Standards-departure type' developed through the process of [curriculum planning] → [curriculum execution] → [curriculum evaluation] and (2) 'Standards-arrival type' developed through the process of [potential to become curriculum] → [becoming curriculum] → [curriculum]. The classroom curriculum can exist in many different types. Therefore, there is a need for more research on both models and characteristics that guide the development of classroom-level curriculum by different types.

다운로드

(기관인증 필요)

초록보기

이 연구는 초등 교육 현장 일선에서 미래에 중추 역할을 담당할 밀레니얼 세대 교사와 Z세대 교사 간 발생하는 세대 갈등에 관해 연구하기 위해 질적 연구 방법 중 하나인 현상학적 연구 방법을 활용하였다. 각종 미디어 등에서 MZ세대로 1980년생부터 2010년 생까지를 통칭하나, 실제적인 행동 양식 등을 형성하는 사회적 사건이나 성장 배경 등에 차이가 있어 이 세대들을 구별해야 한다는 논의가 사회 전반에서 지속해서 제기되었으며 초등 교직 특성상 다양한 세대가 동등한 직무를 수행하므로 세대 갈등이 더욱 심화될 수 있다는 문제의식을 바탕으로 수행되었다. 연구 문제는 상대 세대에 대해 어떠한 형태의 세대 갈등을 경험하였는가, 그 양상은 어떠했으며 교직 생활에 어떠한 영향을 주었는지, 그리고 해결 방안으로 무엇을 제시할 수 있는지에 대해 연구하고자 하였다.
연구 문제를 해결하기 위해 온라인으로 모집한 전국 단위의 연구 참여자를 모집한 결과 M세대 교사 5명, Z세대 교사 5명이 연구 참여자로 선정되었고 이들을 대상으로 면담을 시행한 결과, 각 세대는 개인과 집단 간 어느 것을 우선할지에 대한 갈등, 선후배 교사 관계에 따른 갈등, 교직 문화와 관련된 갈등이 확인되었으며 이러한 세대 갈등으로 인해 업무 진행의 차질은 물론, 전반적인 학교 운영 과정 수행에 어려움이 있다는 응답이 있었다. 그리고 대부분의 연구 참여자는 시대의 흐름에 따라 갈등 양상이 어쩔 수 없이 발생하지만, 갈등이 줄어든다면 원활한 관계를 통해 더 좋은 교육 연구 및 학교 운영이 가능할 것이라고 의견을 모았다. 더불어 제도적 관점에서는 다양한 차원에서 협력적 거버넌스 관계를 구축하여 세대 간의 차이가 차별로 이어지지 않도록 하는 제도 및 인식의 개선이 이루어지는 해결책을 요청하였다.
이 연구를 바탕으로 후속 세대가 교직에 들어오게 되더라도 적절한 세대 갈등 해결 과정을 논의할 수 있는 포문을 열어 더욱 발전적인 교직 문화가 형성되는 밑거름 역할을 하였다는 데 연구의 의의가 있다.

This study used a phenomenological research method, one of the qualitative research methods, to study the generational conflict between millennials and Generation Z teachers who will play a pivotal role in the future of elementary education. MZ generation is commonly referred to as the MZ generation from 1980 to 2010, but there are differences in social events and growth backgrounds that form actual behavior patterns, so discussions have been made throughout society that various generations perform equal jobs. The research problem was to study what type of generational conflict the other generation experienced, what the pattern was, how it affected the teaching life, and what could be suggested as a solution.
Five teachers from Generation M and five teachers from Generation Z were selected as study participants to solve the research problem, and each generation found conflicts between individuals and groups, conflicts between senior and junior teachers, and conflicts related to teaching culture. In addition, most of the research participants agreed that conflict patterns inevitably occur according to the trend of the times, but if the conflict is reduced, better educational research and school management will be possible through a smooth relationship. In addition, from an institutional perspective, a solution was requested to improve the system and perception to prevent differences between generations from leading to discrimination by establishing cooperative governance relations at various levels.
Based on this study, it is meaningful that even if the next generation enters the teaching profession, it served as the foundation for a more developmental teaching culture by opening the door to discuss the appropriate generation conflict resolution process.

다운로드

(기관인증 필요)

초록보기

본 연구는 미국 교원양성기관에서 5년 이상 실습 지도교수(수퍼바이저)를 역임한 두 명의 연구참여자를 심층 면담하여 캘리포니아, 미시간, 메릴랜드 주의 교육실습 지침과 더불어 교육실습 지도교수로서의 경험을 탐색하였다. 연구 결과, 대학에서 예비교사의 수업 장학 및 현장역량 강화를 위해 채용한 교육실습 지도교수는 이러한 교원양성기관의 지향점과 실습 운영체제 맥락에 대한 충분한 이해와 인식이 필요하고, 교육실습 지도교수로서의 경험으로 실습 지도교수의 선정, 대학의 사전교육, 예비교사의 지도 및 평가, 수업전문성 기준의 적용, 심리적 지원, 관계적 어려움과 보람으로 구분하여 탐색하였다. 교육실습 지도교수제를 우리나라에 적용할 때 고려해야 할 점과 시사점에 대해 논의하였다.

This study identifies the experiences of university supervisors for student teachers to assist to meet the teaching performance standards in us cases. The two participants who had had more than 5 years of experiences of university supervisor in California, Michigan, and Maryland were interviewed in depth and the State documents were referred to the guidance on clinical practice and supervision. As a result of the study, the university supervisors to provide supervision for pre-service teachers and strengthen their field capabilities require sufficient understanding and awareness of the orientation of the teacher education institutions and the context of the practice operating system. In addition, the experiences as university supervisors were explored in the areas of selection of university supervisor, orientation by university, guidance and evaluation of pre-service teachers, application of teaching performance standards, psychological support, and relational difficulties and rewards. Points to consider when applying the educational practice advisory system to Korea and implications were discussed.

다운로드

(기관인증 필요)

초록보기

The purpose of this study is to devise and present procedures that teachers can use usefully when developing school subjects. The research method was educational criticism. The study participants were 6 elementary school teachers who had experience in developing teacher curriculum or school subjects. The seven stages of general-purpose school subject development identified in this study are as follows. The first step is to thoroughly research the topic content of the school subject to be developed. The second stage is the stage of setting achievement standards to be presented as normative. The third step is to create a content system table. The fourth step is to fill out the content system table. The fifth step is to create activity materials. The sixth step is to temporarily apply and receive feedback. The seventh step is to finalize the final draft by reflecting the feedback. The seven stages of school subject development developed by the participants of this study are very simple and intuitive, so it is evaluated to be an excellent beacon to guide the development process to teachers interested in school subject development.

The purpose of this study is to devise and present procedures that teachers can use usefully when developing school subjects. The research method was educational criticism. The study participants were 6 elementary school teachers who had experience in developing teacher curriculum or school subjects. The seven stages of general-purpose school subject development identified in this study are as follows. The first step is to thoroughly research the topic content of the school subject to be developed. The second stage is the stage of setting achievement standards to be presented as normative. The third step is to create a content system table. The fourth step is to fill out the content system table. The fifth step is to create activity materials. The sixth step is to temporarily apply and receive feedback. The seventh step is to finalize the final draft by reflecting the feedback. The seven stages of school subject development developed by the participants of this study are very simple and intuitive, so it is evaluated to be an excellent beacon to guide the development process to teachers interested in school subject development.

다운로드

(기관인증 필요)

초록보기

The purpose of this study is to devise and present procedures that teachers can use usefully when developing school subjects. The research method was educational criticism. The study participants were 6 elementary school teachers who had experience in developing teacher curriculum or school subjects. The seven stages of general-purpose school subject development identified in this study are as follows. The first step is to thoroughly research the topic content of the school subject to be developed. The second stage is the stage of setting achievement standards to be presented as normative. The third step is to create a content system table. The fourth step is to fill out the content system table. The fifth step is to create activity materials. The sixth step is to temporarily apply and receive feedback. The seventh step is to finalize the final draft by reflecting the feedback. The seven stages of school subject development developed by the participants of this study are very simple and intuitive, so it is evaluated to be an excellent beacon to guide the development process to teachers interested in school subject development.

The purpose of this study is to devise and present procedures that teachers can use usefully when developing school subjects. The research method was educational criticism. The study participants were 6 elementary school teachers who had experience in developing teacher curriculum or school subjects. The seven stages of general-purpose school subject development identified in this study are as follows. The first step is to thoroughly research the topic content of the school subject to be developed. The second stage is the stage of setting achievement standards to be presented as normative. The third step is to create a content system table. The fourth step is to fill out the content system table. The fifth step is to create activity materials. The sixth step is to temporarily apply and receive feedback. The seventh step is to finalize the final draft by reflecting the feedback. The seven stages of school subject development developed by the participants of this study are very simple and intuitive, so it is evaluated to be an excellent beacon to guide the development process to teachers interested in school subject development.

다운로드

(기관인증 필요)

초록보기

The purpose of this study is to devise and present procedures that teachers can use usefully when developing school subjects. The research method was educational criticism. The study participants were 6 elementary school teachers who had experience in developing teacher curriculum or school subjects. The seven stages of general-purpose school subject development identified in this study are as follows. The first step is to thoroughly research the topic content of the school subject to be developed. The second stage is the stage of setting achievement standards to be presented as normative. The third step is to create a content system table. The fourth step is to fill out the content system table. The fifth step is to create activity materials. The sixth step is to temporarily apply and receive feedback. The seventh step is to finalize the final draft by reflecting the feedback. The seven stages of school subject development developed by the participants of this study are very simple and intuitive, so it is evaluated to be an excellent beacon to guide the development process to teachers interested in school subject development.

The purpose of this study is to devise and present procedures that teachers can use usefully when developing school subjects. The research method was educational criticism. The study participants were 6 elementary school teachers who had experience in developing teacher curriculum or school subjects. The seven stages of general-purpose school subject development identified in this study are as follows. The first step is to thoroughly research the topic content of the school subject to be developed. The second stage is the stage of setting achievement standards to be presented as normative. The third step is to create a content system table. The fourth step is to fill out the content system table. The fifth step is to create activity materials. The sixth step is to temporarily apply and receive feedback. The seventh step is to finalize the final draft by reflecting the feedback. The seven stages of school subject development developed by the participants of this study are very simple and intuitive, so it is evaluated to be an excellent beacon to guide the development process to teachers interested in school subject development.