초등학교 실과에 있어서 발명교육의 변천과정 연구

The Study on the Changes of Elementary Practical Art Invention Curriculums

본 연구의 목적은 초등학교 실과교육과정에 있어서 발명교육 내용을 검토함으로써 시대에 따른 변화의 내용을 파악하고 앞으로 초등학교 발명교육의 방향을 알아보는 것이며, 연구의 결과는 다음과 같다. 첫째, 발명 문제 해결 능력군과 관련된 발명교육 내용은 과거에는 학습 내용이 제시되지 않다가 2009 개정 실과교육과정 이후 나타나고 있다. 특히, 2015 개정 실과교육과정에서는 발명문제 해결 방법 사례와 절차를 더욱 강조하고 있다. 둘째, 발명품 모형 제작 능력군과 관련된 발명교육 내용은 과거에는 다양한 재료와 도구를 다루었으나 시대가 변하면서 점차 재료와 도구에 제한이 있었으며, 근래에 들어서는 재료와 도구의 사용에 대한 학습 내용이 점차 줄어들고 있다. 이 영역은 실습과 경험 위주로 내용이 구성되었으나 학교 시설 및 실습 시간 부족으로 직접 체험의 기회가 제대로 제공되지 못했던 분야이다. 셋째, 지식재산권 관리 능력군과 관련된 학습 내용은 2015 개정 실과교육과정에서 처음으로 제시되었으며, 지식 재산 보호의 의미를 이해하고 실생활에서 실천하도록 교육 내용이 구성되어 있다. 연구 결과, 발명 문제 해결 능력군과 관련된 내용이 증가하고 있음이 밝혀졌다. 반면, 실습과 관련된 발명품 모형 제작 능력군과 관련된 교육 내용은 감소하고 있다. 학교에서의 시설 부족 등이 원인이 되어 실습과 노작 활동에서 얻을 수 있는 교육적 효과를 포기하는 것은 아닌지 점검이 필요하다.

Our society has experienced rapid economic growth and innovative industrial development after liberation. Contents of Practical arts greatly influenced the development of society and technology. There has been each time every huge change in from the primary national curriculum to the 2015 revised national curriculum. The contents of Practical arts curriculum also has changed greatly in the contents and composition according to the change of national curriculum. In Practical arts, the contents and units of Invention education are specified from the 2009 revised Practical arts curriculum. But in the previous Practical arts curriculums, content elements related to Invention education were contained within the Practical arts curriculums. The meaning of Invention education contained in the Practical arts curriculum can be more accurately understood by examing the process of changes in content elements related to Invention education contained in the Practical arts. Therefore, the purpose of this study is to examine the contents of Invention education in the Pratical arts curriculm in elementary schools. Moreover, it is to find out the direction of Invention education in elementray schools in the future. The results of the study are as follows. First, Invention education contents related to the invention problem solving ability group has not been presented in the previous curriculums, but appeared after the 2009 revised Practical arts curriculum. In particular, the 2015 revised practical arts curriculum have more emphasis on cases and procedures for solving invention problems. Second, the contents of Invention education related to the ability to make models of inventions dealt with various materials and tools in the past, but according to the times changed, there were gradually limitations on materials and tools. In recent years, the contents of learning about the use of materials and tools have been gradually decreasing. This area was composed mainly of hands-on practice and experience, but the opportunity for hands-on experience was not properly provided due to lack of school facilities and training time. Third, learning contents related to intellectual property rights were presented for the first time in the 2015 revised Practical arts curriculum. The educational contents are structured to understand the meaning of protecting intellectual property and practice them in real life. As a result of the study, it was found that the contents related to the abilities of solving the invention problems have been increasing. The increase in educational contents in this area can be inferred because the educational contents in this area are structured to cultivate the ability to reasonably and rationally solve various problems that may arise in the future society. On the other hand, the contents of education related to the abilities to produce invention models are decreasing. It is necessary to check whether the educational effect that can be botained from practiced and labor activities is abandoned due to lack of facilities at school. The education contents related to intellectual property rights are expected to increase in the future curriculum due to the emphasis on intellectual property rights.