생태유아교육 관련 교과목을 경험한 예비유아교사의 ‘유아중심’;‘놀이중심’ 교육과정에 대한 은유적(metaphor) 인식

The metaphoric recognition of the meaning of “child-based” and “play-oriented” curriculum to pre-service early childhood teachers with the experience of teaching curricular subjects related to the eco-centered early childhood education

본 연구는 예비유아교사를 대상으로 은유 분석을 통해 2019 개정 누리과정의 방향성인 유아·놀이중심 교육과정에 대한 심상을 살펴봄으로써 예비유아교사가 생각하고 있는 유아·놀이중심교육과정의 의미를 파악하고자 하였다. 이를 위해 사전연구동의를 받은 130명을 대상으로 설문을 실시한 후 불성실한 응답 혹은 은유 방법에 적절치 않은 설문을 제외한 128부를 최종 연구대상으로 선정하여 은유 분석을 하였다. 연구결과 유아중심 교육과정의 은유적 표현 내용 범주를 누리과정 운영으로 정리한 결과 “편성·운영”은 “자유로운 교육과정”(34);“유아중심의 교육과정”(13);“반드시 필요한 교육과정”(12);“교수·학습”은 “직접 경험하는 교육과정”(14);“창의적인 교육과정”(10);“자연을 닮은 교육과정”(8);“유연한 교육과정”(7);“다양한 경험의 교육과정”(5);“평가”는 “행복한 교육과정”(8);“소중한 추억의 교육과정”(6)으로 나타났다. 놀이중심 교육과정의 “편성·운영”은 “반드시 필요한 교육과정”(16);“맘껏 노는 교육과정”(10);“마음대로 교육과정”(9);“교수·학습”은 “배움이 일어는 교육과정”(24);“창의적인 교육과정”(22);“평가”는 “성장하는 교육과정”(26);“행복한 교육과정”(16);“좋은 것을 주는 교육과정”으로 나타났다. 이러한 결과를 토대로 예비유아교사의 “유아중심”;“놀이중심” 교육과정에 대한 인식을 파악하고 유아교사 양성기관에서 향후 누리과정에 대한 지도 시 방향성에 기여 할 수 있는 기초자료를 제공하고자 한다.

The purpose of this study was to examine the mental images formed by the preservice early childhood teachers pertaining to the “preschooler-centered” and “play-centered” curriculums pursued by the revised 2019 Nuri curriculum in order to determine the meaning of the preschooler-centered and play-centered curriculums to them. we attempted to fulfill this by carrying out a metaphorical analysis. After we haded out the questionnaires were handed out to 130 preservice early childhood teachers who agreed to participate in this study in advance;the questionnaires were gathered from them;and the data of 128 respondents were selected for the execution of the metaphorical analysis. The two left out questionnaires were those that weren t fully filled out and were not appropriate for the metaphorical analysis. The findings of the study are as follows: as result of the research;the metaphorical-expression content categories in the child-based curriculum were arranged as the operation of Nuri curriculum; sequentially;“organization·operation” accounted for 70(54.7%);and appeared to include “free curriculum”(34);“child-centered curriculum”(13);as “certainly necessary curriculum”(12);“teaching·learning” of corresponding to “curriculum with direct experience”(14);“creative curriculum”(10);“nature-like curriculum”(8);“flexible curriculum”(7);“curriculum of diverse experiences”(5);“evaluation” as “happy curriculum”(8);and “curriculum of precious memories”(6); and “organization operaton” in play-oriented curriculum amounted to 59(27.4%);thus;was having been indicated to include “certainly necessary curriculum”(16);“enjoyable curriculum”(10);“curriculum at will”(9);“teaching·learning” of corresponding to “curriculum of arousing learning”(24);“creative curriculum”(22);“evaluation” as “growing curriculum”(26);“happy curriculum(16)”;and “curriculum of giving good things”. Based on the findings of the study;this study intended to grasp the awareness of the preservice early childhood teachers on the “preschooler-centered” and “play- centered” curriculums;and to provide credible information on the right direction that a curriculum geared toward teaching the Nuri curriculum in institutions that nurturine early childhood teachers should adopt;and the related teaching methods.