3-5세 누리과정 교사용 지도서에 수록된 동화∙동시 분석

Analysis of the Fairy Tales and Children's Poetry Listed in the Teachers' Guidebooks for 3 to 5-year-olds' NURI Curriculum

본 연구의 목적은 3-5세 누리과정 교사용 지도서에 수록된 동화와 동시를 분석함으로써 그 경향성을 이해하고, 이를 통해 현장 교사들에게 동화, 동시 지도의 방향 설정을 위한 기초 자료를 제공하는데 있다. 3-5세 누리과정 교사용 지도서에 수록된 동화 274편은 장르별, 구조별, 생활주제별, 전달 매체별로 구분하여 분석하였고, 동시 85편은 장르별, 유형별, 생활주제별, 전달매체별로 구분하여 분석하였다. 분석결과는 다음과 같다. 첫째 동화의 경우 장르별로는 환상동화, 구조별로는 문제해결, 생활주제별로는 나와 가족, 전달매체별로는 플래쉬 동화가 가장 높은 비율로 나타났다. 둘째 동시의 경우 장르별로 형식적 분류에서는 자유 동시가 가장 많은 분포를 보였고, 내용상 분류에서는 모두 서정 동시로 나타났으며, 유형별로는 열거와 순서, 생활주제별로는 생활도구, 전달매체별로는 플래쉬가 높은 비율로 나타났다. 이러한 결과는 현장에서 지도서를 활용하여 동화, 동시 수업을 계획하고 실행할 때 균형을 고려할 필요가 있음을 제시하였다.

The purpose of this study is to understand the trend in the fairy tales and children's poetry used in the Teachers' Guidebooks for 3 to 5-year-olds' NURI Curriculum by analysis thereof, and to provide the basic materials helpful for teachers to set the teaching direction of fairy tales and children's poetry. The subjects of this study are 274 fairy tales and 85 pieces of children's poetry listed in the Teacher's Guidebooks for 3 to 5-year-olds' NURI Curriculum. The statistical data of the fairy tales was analyzed by categories such as genre, story structure, theme and media, whereas that of the children's poetry was analyzed by categories such as genre, type, theme and media. The results of this study are as follows: In the case of the fairy tales, the highest percentage is taken by i) fantastic fiction in terms of genre, ii) problem solution in terms of story structure, iii) 'me and family' in terms of theme, and iv) flash in terms of media, respectively. With regard to the genre of children's poetry, free-form children's poetry takes the largest proportion in terms of formal classification, whereas all of the children's poetry is lyrical in terms of contents classification. Also, in terms of the type, the theme and the media of children's poetry, the largest percentage is taken by lists and sequence, life tools and flash, respectively. These conclusions suggest that, when planning and implementing the lessons of fairy tales and children's poetry in the field by using the Teachers' Guidebooks, it is necessary to consider the balance.