초등학교 교과서에 수록된 식물의 교과 내용에 따른 의미 분석 및 지도 실태

An Analysis of the Significance and Instruction Status according to the Contents about the Plants in Elementary School Textbooks

The purpose of this study is to examine the presenting frequency and kind of plants through the analysis of all textbooks in elementary school and the significance of each plant in subject contents, and to find out how much teachers know about the plants and how well they understand and teach the significance of the textbook plants depending on related subject contents. Moreover, this study focuses on suggesting a plan to reconstruct the curriculum about the textbook plants for teachers. The result of the research is as follows. First, in the elementary school textbooks by the Seventh Curriculum, there were 225 kinds of plants in all 131 books. There was little difference among the subjects, but a variety of photos, illustrations, characters, etc. were printed in the textbooks. Second, for the analysis of significance, the relationship with the plants, which were implicated in the involved condition according to the subject contents, was presented. Then, by analyzing the plants printed in textbooks regarding what relationship they had as a symbolic, applicable, plant physiological and ecological, literary, linguistic, and instrumental meaning, and understanding the subject contents, and then learning the essence of the textbook plants, children could enhance the degree of understanding and interest in the plants. Right way of learning of the textbook plants would also be promoted. Third, most of the teachers responded that the subjects printing the largest number of plants were Practical Course and Science and the most frequently presented plants were vegetables and herbage, which was similar to the actual result. As for the recognition degree of the plants in the textbooks, the teachers who were male and had more teaching experiences answered they knew better than others. It was found that they were interested in our traditional plants. Fourth, the Seventh Curriculum requests the reconstruction of textbooks by subjects and chapters. By extracting the instruction elements related to the plants by chapters in each subject and combining the chapters that have correlated instruction elements, learning about the plants would be accomplished efficiently.