초등학교 인성교육을 위한 실과 체험학습 프로그램 개발

Development of Practical Arts Experiential Learning Program for Character Education in Elementary School

This study has an object to develope the practical arts experiential learning program by analyzing contents of experiential learning in the 7th practical arts curriculum, in order to gain a right human nature in a daily life by using a experiential learning of practical arts. In oder to get a object of this study, we classify the experiment practice, observation, investigation, discussion, and learning by inspection into experiential learning factor, and classify the ‘Essential Life habit’ ‘Community Consciousness’, ‘Career Recognition’ into a domain of character by investigating literatures about character education and experiential learning, and program development. Moreover, we analyzed the 7th practical arts curriculum of 5?6th grades and analyzed a each experiential learning contents of 50 questions for developing the experiential learning program in practical arts. For the sake of seeking character connection, we developed the program of totally 18 subjects, (5 subjects from ‘Essential Life Habit’, 6 subjects from ‘Community Consciousness’, and 8 subjects from ‘Career Recognition’) on the basis of items which have a deep connection with character connection in the practical arts by using a frequency and a percent to collect resources from 34 persons of professional group. If you can see the order of program development, you will find the order which is made of experiential resources and character domain; ‘selection of a subject, ‘establishing of object’, ‘founding of each stage’s content’, ‘founding of testing plan’. And general form is made of these; ‘preparatory activity’, ‘the key activity’, ‘arrangemental activity’. By putting the developing experiential learning program to practical use, you can get many thing from each domains. From the domain of “Essential Life Habit”, you make student feel a independence and a responsibility, make student raise a saving mind and make oneself familiar with sincere life. In the domains of “community recognition”, you make students know the importance of partnership and obedience to parents by realizing the importance of family and home, and make students cultivate a propriety and lawabiding and recognition about environment. And in the domain of “career recognition”, students can develop a temperament, search a course, and make a harmonious relationship with another person. So, It will help to develop human nature which have it’s own character. Therefore, practical arts must be made of lesson centered with experience, and acutely needs a character lesson. On the basis of this result of study, I suggest these in order to get a human nature of children by putting a character lesson which use a practical arts experiential learning. First, as a fundamental data which develope the various practical arts experiential learning program, you must recognize a effect of character lesson, and various program which unify practical lesson and character lesson is developed. Second, for the more efficient character lesson in the reality of changing rapidly and variously, positive attitude of teachers who lesson a character lesson is needed by putting the various application of practical arts experiential learning. Third, it is impossible through lack of time assigned for the practical arts to run the various practical arts experiential learning program. If discretional time actually can be putted to practical use connected with practical arts, more various programs can be developed. Forth, study which is embodied a content related with practical arts experiential learning program must be needed by using a apposite verification result and analysis of demand for a program development. Fifth, in this study, program about “inspection”of experiential element generalized about place, but the 7th cu