통합적인 동시짓기 활동이 유아의 동시짓기와 감상 및 교사의 동시인식에 미치는 영향

The Effect of the Integrated Activities for Composing Poetry on Young Chidren`s Ability to Compose and Appreciate Poetry, and on the Teacher`s Concept of Poetry

최근 유아교육 현장에서 동시활동에 대한 관심이 높아지고 있지만 실제 수업 현황을 보면 여전히 교사중심의 감상과 개성이 무시된 대집단형태의 다듬기식 동시짓기가 주류를 이루고 있다. 또한 여러 학자들이 유아기 동시짓기가 문해와 상관없이 이루어질 수 있는 느낌의 언어적 표현이라고 보는데 반해, 일선 교사들은 문해가 전제되어야만 가능한 활동으로 간주하고 있음이 조사 결과 나타났다. 본 연구에서 고안한 통합적인 동시짓기 활동은 유아의 전조작기적 발달특성에 맞게 감각을 통한 구체적 경험을 중시하며 크게 동시개념 익히기-언어/문학적 감수성 키우기- 동시짓기 등 세 과정의 점진적 교수전략으로 구성되어 있다. 본 연구는 감상과 짓기를 포함하는 유아기에 적합한 동시수업 방법론을 모색하는 데 의의가 있다.

The purpose of this study is to examine the effect of the integrated activities for composing poetry in kindergarten. There are 3 subordinate variables: ⅰ) children`s ability to compose poetry, ⅱ) children`s ability to appreciate poetry, ⅲ) the teacher`s concept of poetry. The subjects were 40 five-year-old children. The experimental group and comparative group were composed of 20 children each. Two teachers were chosen to compare each group. For 14 weeks, the experiments were performed twice a week. The experimental group did accomplish the integrated activities for composing poetry. On the contrary, the comparative group experienced the traditional teacher -centered appreciation of poetry activities. The integrated activities for composing poetry were designed to investigate a developmentally appropriate instructional model for composing poetry in kindergarten. It is based on the idea of refreshing sensory organs and developing poetic concepts. To measure the ability of poetry appreciation, a new scale was developed from the scale for observation in kindergarten by the Ministry of Education(1995). The changes in children`s poetry composition and the process of teacher`s re-conceptualizing of poetry were analized.