교회학교 유아찬송가 분석에 관한 연구

Abstract

본 연구는 현재 교회학교의 유아들에게 많이 불려지고 있는 찬송가들을 가사와 음악의 구조적인 면에서 분석, 검토하여 앞으로 유아를 위한 바람직한 찬송가의 선정 및 개발에 도움을 주고자 하는데 그 목적이 있다. 이러한 연구 목적을 수행하기 위하여 다음과 같은 연구 문제를 설정하였다. 1. 교회학교의 유아들이 부르는 찬송가의 가사 내용은 어떠한가? 2. 교회학교의 유아들이 부르는 찬송가의 박자 및 리듬의 구성은 어떠한가? 3. 교회학교의 유아들이 부르는 찬송가의 음정 및 음역의 구성은 어떠한가? 4. 교회학교의 유아들이 부르는 찬송가의 조성 및 길이는 어떠한가? 이를 위해 현재 교회학교의 유아들에게 많이 불려지고 있는 찬송 120곡을 대상으로 가사의 내용, 그리고 음악적인 면은 박자 및 리듬, 음정 및 음역, 그리고 조성 및 길이의 6측면을 분석하였으며 분석된 자료를 빈도와 백분위로 환산하여 검토하였다. 본 연구에서 나타난 결과는 다음과 같다. 1. 유아 찬송가사의 내용은 성서·교리 중심적이고, 신앙 훈련적인 곡들이 주류를 이루고 있으며 생활과 연결된 곡은 적은 것으로 나타났는데 이는 유아의 발달 단계를 고려한 교육을 위한 찬송가라기보다 신앙 훈련면에 치중한 내용의 찬송가가 대부분이라는 것을 시사한다고 할 수 있겠다. 2. 자연을 소재로 한 곡은 아주 적었는데 유아의 제반 발달 특징과 욕구 등에 비춰볼 때 유아에게는 일반계시(자연)를 통한 하나님 이해가 쉬우므로 자연을 좀 더 많이 다루는 것이 좋다고 생각된다. 3. 유아 찬송가의 박자, 리듬 및 조성 등은 대체로 유아에게 적합했으나 음정, 음역, 그리고 길이 등에는 다소 무리가 있었다.;The purpose of this study was to examine cooperating teacher's role performance as viewed by student teachers and to analyze disparity in relation to the cooperating teacher's career and scholarship. The specific questions for this study are as follows ; 1. How about the cooperating teacher's role performance as viewed by student teachers? 2. How about the cooperating teacher's role to promote relationship between the student teacher and children or between the student teacher and the cooperating teacher? 3. How about the cooperating teacher's role to guide teaching activities? 4. How about the cooperating teacher's role to support the development of student teachers? 5. How about the cooperating teacher's role to orient student teaching? 6. How about the cooperating teacher's role to evaluate student teachers? The subjects for this study were 258 seniors who major in early childhood education at 2 universities and 2 junior colleges in Seoul and Kyunggi-do. For this study, the tool was a corrected and improved version of the qeustionnaire used by Kuehl and Castillo. The analyzing methods of data were χ^(2)-test, t-test, frequence, percentage, mean, and standard deviation. The results of the study are summerized as follows; 1. The cooperating teacher's role performance was mid-level degree. Student teacher perceived that the highest degree of the cooperating teacher's role performance was role of supporting the development of student teacher, whereas the lowest degree was orienting on student teaching. The cooperating teacher's career and scholarship made no significant difference statistically. 2. The cooperating teacher's role performance to promote relationship between the student teacher and children or between the student teacher and the cooperating teacher was mid-level degree. Cooperating teacher's scholarship made significant differences at 'Develop well-balanced program of student teaching activities for student teachers'. 3. The cooperating teacher's role performance to guide teaching activities was very much varied. Cooperating teacher's career made significant differences at 'Avoid making comparison with previous student teachers'. 4. The cooperating teacher's role performance to support development of student teachers were beyond the mid-level degree at all items. 5. The cooperating teacher's role performance to orient student teaching was below the mid-level degree. 6. The cooperating teacher's role performance to evaluate the student teacher was beyond the mid-level degree. The cooperating teacher's scholarship made significant differences at 'Hold scheduled conference periods with student teacher'.