國民學校 實科學習의 새 模型開發을 爲한 小考

A Study on Cultivating a Model for Practical Course in Primary School. - Focused on the Units of Culture and Breeding

The aim of this study is to develope new model for practical courses in the primary school. For this purpose the current curricula in practical courses of the primary school were examined and analyzed in their managing status, and several problems were extracted and put to be solved. The outcomes of this study can be listed as follows : 1. A curriculum of a country should be developed in level with its cultural standard. 2. Practical courses in the primary school should be living courses for better life and their first aims should be to cultivate good human personalities. 3. Learning should be based on precious direct experiences through more frequent field practices such as experiments, practices, and observations. 4. Learning in practical courses should be conducted, regardless of the unit orders, in consideration of seasons and regions. This means reorganization of units. 5. Teacher-centered teaching method should be discarded, and new ways should be adopted, such as problem solving, discussion, or project methods. 6. School principal’s interests in practical courses remarkably low, and this should be institutionally improved from the points of balance between subjects. 7. Closer connections should be emphasized in the relation between conducting practical courses and communities, and also from the point of region-based listing of units in texbooks. 8. Practical courses are usually assigned to the 5 th Or 6th periods, which gives an impression of labor mobilization, and this should be improved. 9. In the management of practice land, 8 out of total 28 schools or more than 20% under investigation proved not to have field practices for want of practice land, and this should be administratively improved. 10. In the management of flower gardens, 3 schools were found to be growing less than 10 kinds of flowers in not exceeding 25-pyong gardens. The drastic expansion of school flower gardens and the diversity and increase of flowers in kind should be accomplished from the point of beautiful learning environment, fostering children’s emotional feelings and providing resting space and teaching materials. 11. In the management of tree gardens, as many as 7 schools were found to be growing less than 10 kinds of trees in about 25-pyong gardens, and this proves that the school principals have been indifferent enough to be ashamed of their educational sense. 12. In the management of sample gardens, no schools were found to be managing gardens of forage and poisonous grasses, and as a matter of course this proves that the current old main-grain-yielding mono-rice culture pat should be transformed to the new western main-stock raising dairy far-ming pa t terns as early as possible. On the other hand, managing poisonous gardens is indispensable to encourage children’s studying interests and enable them to discriminate between poisonous grasses and nonpoisonous grasses and to nip accidents in the bud.