제7차 교육과정에서 교사의 인식을 통한 실과교육의 연계적 지도 방안에 관한 연구

A Study on the Articulated Teaching Plan for Elementary Practical Arts Education through the Teacher’s Awareness in the 7th Curriculum Guideline

The purpose of this study was to discover the articulation between 1st and 2nd graders’ Wise Life subject and 3rd and 4th graders’ other subjects, extracurricular activities and Practical Arts subject and to find a plan to perform articulated Practical Arts education under the 7th curriculum guideline. To achieve the purpose of the study, we have analyze elementary school teacher’s degree of awareness regarding the necessity for articulated Practical Arts education and the actual conditions and future intentions for it. The population of this study was all elementary school teachers and 4th and5th graders in Daegu city. Purposive sampling method was employed to sample the population properly; 341 elementary school teachers and 642 4th and 5th graders were selected. The result of the study was as follows: 1. There were significant differences in the awareness degrees of the necessity for articulated Practical Arts education according to teacher’s gender and their years of career. However, teaching experiences of Practical Arts subject according to the 6th curriculum guideline had nothing to do with that result. 2. Six kinds of education activities - other subject education, extracurricular activities, discretional activities, field-based learning, home projects, special skill and aptitude education - and articulated Practical Arts education involved negative aspects. However, teachers’ future intentions appeared more positive than in the current situation. When teaching materials were provided, present intentions were even more positive than future intentions. 3. Preferred subjects by teachers among 26 Practical Arts subjects appeared the same regardless of teacher’s gender. However, there was a difference between students’ and teachers’ subject preferences. 4. The plan for articulated Practical Arts education was to teach it through integrated education with other subjects, field-based learning, learning through work experience, and practical use of discretional time, home projects, extracurricular activity time.