초등학교 1학년 언어지도 실태 및 요구도에 따른 유⋅초 연계 언어지도 방안 탐색

Exploring the language education plan linked to kindergarten and elementary school according to the actual conditions and requirements of language teaching in the first grade

목적 본 연구는 취학 초기 아동의 언어능력 실태와 취학 전 아동의 문자 해득 준비도 및 교사 요구를 초등교사의 인식을 바탕으로조사하고, 언어지도에 관한 유⋅초 연계 방안을 탐색하였다. 방법 이를 위하여 B시의 1학년 담임 경험이 있는 초등교사 282명에게 설문조사를 실시하였고, 연계 방안을 도출하기 위하여 유치원 교사 4명과 초등교사 4명에게 심층면담을 실시하여 자료를 수집하였다. 결과 첫째, 교사들이 인식한 초등학교 1학년 학생의 언어능력 실태는 다음과 같다. 교사는 취학 초기 아동의 듣기와 말하기 수준이떨어지는 것으로 인식하였고, 읽기와 쓰기는 아동별로 개인차가 높은 것으로 인식하였다. 둘째, 취학 전 아동의 문자 해득 준비도에관한 교사 인식과 요구는 다음과 같다. 교사는 취학 전 읽기와 쓰기 지도가 필요하고, 교사 요구 수준은 입학 초기 초등교육과정에서요구하는 수준보다 높게 나타났다. 셋째, 유치원과 초등학교의 언어지도 연계 방안은 공동의 연수 시행, 교육과정을 실현하기 위한구체적인 교육자료 개발 및 공유, 초등학교 1학년 시기의 언어교육 강화 그리고 언어교육에 관한 부모 인식의 변화로 나타났다. 결론 언어지도에 있어 개정 교육과정이 학교 현장에 제대로 정착하기 위해서는 교사와 학부모의 인식 개선과 함께 두 교육과정이다양한 방법으로 활발하게 연계되어야 함을 시사한다.

Objectives This study investigates the current state of language ability of children in the early stages of school, and the readiness for reading literacy, teacher’s needs of preschool children, based on the perceptions of first grade teachers of elementary school. And In-depth interview was conducted for analysis. Methods Through this, a plan for linking kindergarten and elementary school was derived from the actual conditions of Korean education and language education in the first grade of elementary school. The subjects of this study were 282 elementary school teachers who worked as first grade form teacher and teachers who experienced in charge at an elementary school in city B, and data were collected through questionnaires. And in order to derive a linkage plan, 4 kindergarten teachers and 4 elementary school teachers were selected as research subjects, and data were collected through in-depth interviews. Results First, the current state of language ability of the 1st grade elementary schoolchild perceived by teachers is as follows. The teachers recognized that the listening and speaking level of the children in first grade were low, and the reading and writing were perceived as having high individual differences between children. Second, teachers' perceptions and demands regarding preschool children's readiness for literacy are as follows. Teachers recognized that preschooler's reading and writing instruction was necessary, and the actual teacher’s demand level was higher than the level required in the elementary education curriculum at the beginning of admission. Third, development and sharing of specific educational materials to realize joint training and curriculum, reinforcement of language education in the first year of elementary school, and changes in parental perception regarding language education were shown, as a plan for linking language education between kindergartens and elementary schools. Conclusions The current language education in elementary schools exceeds the level of the elementary education curriculum, and this suggests that for improving this the two curriculums are to be linked from the development process, clear guidelines and standards of the curriculum are presented and implemented in the field in language education, the improvement of awareness of kindergarten teachers and elementary school teachers and parents should be accompanied.