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KCI등재 학술저널

미적 경험으로서 유아교육과정 돌아보기

표현생활영역을 중심으로

본 연구는 국가수준 유아교육과정 표현생활영역에서 미적 경험을 하도록 제시된 개념적 특성이 무엇인지 분석하고, 그 의미를 미학적 관점에서 해석하며, 유아교육과정이 미적 경험으로서 기능하기 위한 가능한 대안을 모색하는 것을 목적으로 한다. 이를 위하여 미적 경험의 의미를 살펴보고, 유아교육과정에서 나타난 미적 경험의 개념적 특성을 미학적 관점과 관련지어 세 가지 주제-표현, 심미감, 감성-로 논의하였다. 또한 국가수준 유아교육과정이 미적 경험으로서 역할을 하기 위한 가능성과 대안들을 세 가지 주제-유아들의 미적 경험에 대한 재 개념화, 체험하는 교육과정으로 재 개념화, 국가수준 교육과정 영역구분에 대한 재 개념화-로 논의하였다.

The purpose of the study was to review the aesthetic experience in an early childhood curriculum. With this in mind, the conceptual characteristics of aesthetic experience were researched and interpreted in the aesthetic perspective, and the alternatives of national kindergarten curriculum as the aesthetic experience were discussed. In Chapter 2, the meaning of aesthetic experience was investigated in the aesthetic perspective. In Chapter3, the conceptual characteristics of the aesthetic experience were extracted in the domain of expressive life curriculum, and were categorized in 3 topics-expression, aesthetic sensibility, and sensibility. And 3 topics were interpreted in the aesthetic perspective. First, expression was defined as the art subjects and expressive ability. In the aesthetic perspective, it needs to be discussed including the concept of mental representation to the knowing. Second, the concept of aesthetic sensibility involved the ability of expression and feeling about beauty. In the aesthetic perspective, it needs to be discussed in the aspects of cognition and the aesthetic literacy. Third, the sensibility and emotion were used confusedly. In aesthetic perspective, the emotion was the mental ability of cognition and was related with the aesthetic attitude. In Chapter 4, the alternatives of the national kindergarten curriculum as the aesthetic experience were discussed in 3 topics- the reconceptualization to the aesthetic experience of young children, the reconceptualization to experiential curriculum, and the reconceptualization to the division of domain in national kindergarten curriculum.

Ⅰ. 서론

Ⅱ. 미적 경험의 의미

Ⅲ. 국가수준 유아교육과정과 미적 경험

Ⅳ. 미적 경험으로서 유아교육과정 가능성 탐색

Ⅴ. 결론

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