제4차 산업혁명시대를 반영하는 2015 개정실과교육에 대한 초등교사의 인식과 요구 분석

A Study on Elementary Teachers’ Perception and Educational Needs of 2015 Revised Practical Arts Education Curriculum Reflecting the Fourth Industrial Revolution

제4차 산업혁명시대에 따라 사회, 경제, 교육의 변화에 적응 가능한 생활인을 실과교육에서 추구하고 있다. 이에 본 연구에서는 5, 6학년 담임교사를 대상으로 제4차 산업혁명시대를 반영해 볼 때, 실과교육의 핵심역량, 내용영역, 교수 능력에 대한 인식과 교사의 요구를 설문한 후 분석하였다. 결과는 다음과 같다. 첫째, 제4차 산업혁명시대를 반영한 실과교육의 핵심역량, 내용영역, 교수능력 모두 긍정적인 점수로 나타나 초등교사들은 실과교육이 제4차 산업혁명시대를 잘 반영한 것으로 인식하는 것으로 판단하였다. 둘째, K-평균 군집분석 결과 3가지 유형으로 군집1은 실과 내용영역, 교수능력이 가장 우수하고 핵심역량은 두 번째로 높은 특성을 갖는 집단, 군집2는 핵심역량 점수가 가장 높은 집단, 군집3은 보통인 집단으로 도출하였다. 각 유형별로 핵심역량, 내용영역, 교수능력에 유의차가 나타났으며 인구 통계학적으로도 유의한 차이를 확인하였다. 각 집단의 특성에 맞추어 세분화된 교수방법, 교사연수 등으로 교사역량강화가 필요하겠다. 셋째, 실과교육에 대한 요구는 제4차 산업혁명시대에 적합한 실과교육내용의 구성, 생활과 연관성이 높은 교육내용구성, 학생의 눈높이에 맞는 교육내용구성 그리고 실과수업의 효율성을 높이기 위한 교사역량강화 지원 등으로 나타났다. 제4차 산업혁명시대와 같은 사회 변화에 적합한 실과교육의 내용 개발, 교사의 특성을 고려한 맞춤형 자료제공, 연수지원, 실습지원 확대 등으로 교사역량 강화가 절실하며, 향후 새로운 개정교육과정에서는 이러한 요구가 충분히 반영되어 구성되어야 할 것이다. 또한 대면수업을 비롯한 온라인 비대면 수업을 위한 다양한 교수법 등의 개발방안을 마련해야 할 것이다.

In the field of practical arts educators are seeking to foster talent that adapts to changes in society, economy and education in the era of the Fourth Industrial Revolution. In this study, elementary school teachers were surveyed and analyzed after surveying the core competencies, educational contents, and teaching abilities of teachers and classes of practical arts education, as well as the teachers’ demands of practical arts education, all of which reflect aspects associated with the era of the Fourth Industrial Revolution. The results are as follows: First, the results reflected key characteristics of the era of the Fourth Industrial Revolution, namely that the core competencies, education content, and teaching ability of practical arts education were all rated high. Therefore, it can be determined from these results that elementary school teachers recognize that the actual curriculum reflects the era of the Fourth Industrial Revolution. Second, the K-means cluster analysis showed three types of results. Cluster 1 is the group with the best score for education content and teaching ability . Cluster 2 was derived as a group with a high “core competency” and Cluster 3 was the control group. There were significant differences in core competencies, practical content areas, and teaching abilities for each type. Significant differences were also identified in demographics. It will be necessary to train teachers to develop teaching methods and to be mindful that their approaches suit the characteristics of each group. Third, the requirements for practical arts education are devised from field-related contents that were suitable for the era of the 4th Industrial Revolution. To be more specific, the composition of educational contents are highly related to life, and they are suitable for the level of students. In addition, it is crucial that support for strengthening teachers competency to enhance the efficiency of practical courses is provided. It is necessary to strengthen teachers competence by developing and applying the contents of practical arts education suitable for changes in society, such as those established during the Fourth Industrial Revolution, providing customized training support considering the characteristics of teachers, expanding practical support, and providing the necessary data when needed. In the future, the new revised curriculum will have to be generated after thorough reflection and after careful developmental changes are implemented. In addition, various methods of teaching should be developed for non-face-to-face classes, and face-to-face classes.