프로젝트 접근법의 지적 기원 및 초등 실과교육에서의 적용방안

A Study of the theoretical origin of “Project Approach” proposed by Katz and Chard and it’s implications in Practical Arts Education

The purpose of this study was to analysis of the theoretical origin of “Project Approach” proposed by Lilian G. Katz and Sylvia C. Chard, and to suggest it’s implications to Practical Arts Education. The research findings are as follows; 1. Through reviewing of literatures about the concepts and goals, the structural characters, and application process in Korea of Project Approach, it’s intellectual origins were examined. 2. The theoretical roots of Project Approach were the philosophy of child-centered education proposed by John Dewey, the project method by Kilpatrick, and the theory of Social Constructivism of Lef Vygotsky. 3. As a result, the implications of Project Approach to Practical Arts Education were suggested. First, the concepts of Home Project, Project Method, and Project Approach related to Project Learning must be differentiated. Second, those theoretical origins will be reflected on Project Approach in Practical Arts Education. Third, as Project Approach is a sort of research, a simple performance itself will not be considered as a project. Fourth, the tendency of concrete instruction design will be reconsidered. Fifth, the qualitative research method must be used for Project Approach.