幼稚園 敎育과 國民學校 1學年 敎育의 連繫性에 관한 硏究

Abstract

幼稚園과 國民學校間에는 各己 獨自的인 敎育目標를 가지며 敎育課程과 敎育內容이 個別化 되어 있다. 그러나 두 敎育準位間의 敎育課程을 設計하고 運營하는데 있어서 連繫性의 維持는 매우 重要하다고 본다. 그 理由는 첫째로 學習者의 正常的 成長發達을 돕는 까닭이며, 둘째는 敎育過程上에서의 效率性과 經濟性에 있다. 現在 우리나라의 幼稚園과 國民學校 1學年 사이의 敎育課程, 學習指導 등에서 連繫性 考慮의 不足으로 惹起되는 問題點이 많다. 따라서 本 硏究에서는 위의 問題들을 綜合 分析하므로써 幼稚園과 國民學校 사이에 보다 敎育的 連繫가 圓滿히 이루워지도록하는 方案의 基礎資料를 提供하는데 그 目的을 두고 있다. 本 硏究의 方法은 文獻硏究와 質問紙法을 使用하였다. 文獻硏究를 通하여 連繫性에 關한 一般的인 考察과 幼稚園과 國民學敎 1學年 敎育課程上의 連繫性, 그리고 두 敎師 養成機關의 敎職課程上의 連繫性을 探索하였다. 質問紙法을 通하여 서울市內 幼稚園 敎師 160名, 國民學校 1學年 敎師 370名을 對象으로 敎育現場에서의 連繫性에 關한 資料를 比較分析하였다. 이러한 過程을 通하여 얻어진 結論은 다음과 같다. 1. 現行 幼稚園과 國民學校 1學年 敎育課程上의 連繫性 ① 幼稚園 敎育課程은 그 方針속에 國民學校 1學年 敎育과의 連關性에 對한 示사가 考慮되어 있지 않다. ② 敎育課程 編制에 있어서 幼稚園은 4個의 發達 領域으로 組織되어있고, 1學年은 敎料別로 組識되어 있어서 圓滿한 連繫性을 期待할 수 없다. ③ 幼稚園 敎師들의 85.4%는 敎育課程 運營에 있어서 구체적인 敎育內容과 敎育活動 範圍 및 1學年 敎育과의 運繁性에 對한 提示 가 缺如되어 있는 問題點을 들고 있다. ④ 國民學敎 敎師들은 1學年 敎育課程 運營에 있어서 學問 中心的인 8個 敎料와 學習量의 過多는 兒童에게 부담을 주고 있으며, 自然히 注入式 敎育으로 흐르게 하고 結果的으로 學習의 效果를 弱化시킨다고 보고 있다(94.9%) ⑤ 現行 敎育課程에 對한 敎師들의 受容度는 幼稚園이 3.9%이고 國民學校는 4.3%로 매우 낮다. ⑥ 우리나라 敎育法에 明示된 幼稚園 敎育目的 및 目標에 대한 敎師들의 理解 程度는 幼稚園이 40%, 國民學校가 12%이다. ⑦ 敎育法에 依한 國民學敎 敎育目的 및 目標에 對해서는 幼稚園 敎師가 11.3%, 國民學敎 敎師가 31.6%만이 그 內容을 잘 알고있다. ⑧ 幼稚園 敎育 目的으로서 72.7%의 敎師들은 社會 情意的 發達을 强調하고 있으며, 17.2%의 敎師들만이 全人的 成長發達을 重要視하고 있다. 2. 幼稚園과 國民學敎 1學年 學習指導上의 連繫性 ① 學習指導面에서 敎師들(유치원 54.6%, 국민학교 79.4%)은 敎育內容上에 重複性이 많음을 認定하고 있다. ② 幼稚園 敎師의 31.2%는 1學年 敎育內容에 對한 理解가 全혀 없다. ③ 國民學敎 敎師 65.9%가 幼稚園 敎育內容에 對하여 全혀 理解하지 못하고 있다. ④ 敎育內容을 理解하고 있지 못한 敎師들 가운데 大部分(유치원 30%, 국민학교 59.5%)은 그 內容을 알고 싶었으나 알 수 있는 機會가 없었다. ⑤ 大部分 敎師의 85.3%는 相互 敎育內容을 알 수 있도록 하는 制度的인 支援策을 要求하고 있다. ⑥ 幼兒(4.5才)와 兒童(6才)의 發達特性(단계)에 對하여 敎師들은 이 들을 달리 보고 있다(53.6%) ⑦ 幼兒와 兒童의 行動特性에 對해서는 大部分의 敎師 98%가 바르게 理解하고 있다. 3. 敎師 養成機關의 敎職課程上의 連繫性 ① 幼稚園과 國民學敎 敎師 養成機關의 大部分은 連繫性 敎育을 위한 科目(幼兒敎育, 兒童敎育)을 設定하고 있지 않다. ② 敎師 養成機關에서 敎師들이 履修한 敎職科目은 敎育現場에 直接的인 도움을 주지 못하고 있다.(80.1%) ③ 國民學校 1學年 敎師의 78.8% 경우는 幼稚園 敎育을 담당 할 것을 希望하고 있다. ④ 幼稚園 敎師들은 初等敎師 資格證 所持者에게 幼稚園 敎師가 될 수 있는 現制度에 매우 회의적이다.(95.9%);Kindergarten and primary school have their own objectives and curriculums but it is significant to maintain articulation between the two educational units in designing and practicing curriculums. There are two reasons; the one is to help learner normal growth and development, and the other is efficiency and economy in the educational process. There are at present many problems and issues raised due to a lack of articulation in the developmental stage, curriculum, and teaching between kindergarten and the first grade of primary school. This study intended to synthesize and analyze the problems related to articulation of the two educational units, thereby contributing to provide fundamental data to improve articulation between the two units. Study on the literatures and guestionnaire method were used in this study. General inguiry into articulation, and investigation of the articulation of the curriculums between the teachers training institutions were made by the study on the related literatures. And data concerning articulation in the classrooms collected by the guestionnaire that had been sent to 160 kindergarten teachers and 370 teachers of the first grade of primary schools in Seoul was analyzed, compared and tested. The conclusions obtained by this study are summarized as follows : 1. Articulation of the present curriculums between the two educational units; 1) The curriculum of the kindergarten in its guideline suggests little relations with the program of the first grade of primary school. 2) Smooth transition can not be expected between the two educational units because kindergarten curriculum is organized by the four developmental areas and the primary school curriculum by subject matters. 3) In curriculum practices, 85.4% of kindergarten teachers points out the lack of detailed suggestions for educational program and its scope, and its relation to the program of the first grade of primary school. 4) In curriculum practices of the first grade, 94.9% of primary school teachers reveals that discipline-centered eight subject matters and excessive study load give children, thereby leading to cramming system of education and as a conseguence to weaken the effect of learning. 5) Teachers acceptance of the present curriculum is low (kindergarten 3.9%, primary school 4.3%). 6) Only 40% of kindergarten teachers and 12% of primary school teachers understand the purpose and objectives of kindergarten stated in education law. 7) Only 31.6% of primary school teachers and 11.3% of kindergarten teachers understand the purpose and objectives of primary school stated in education law. 8) For the purpose of kindergarten education 72.7% of teachers emphasize socioemotional development and only 17.7% of the teachers all-round growth and development. 2. Articulation in the process of teaching; 1) Teachers recognize overlapping of the programs between kindergarten and the first grade of primary school (kindergarten 54.6%, primary school 79.4%). 2) 31.2% of kindergarten teachers have lack of understanding about the program. 3) 65.9% of teachers of the first grade of primary school have lack of understanding about kindergarten program. 4) 30% of kindergarten teachers and 59.5% of teachers of the first grade of primary school from among the teachers who have lack of understanding the program each other reveal that they wanted to know but no opportunity was given. 5) Most of the teachers (85.3%) reguest institutional support to know about mutual program. 6) 53.6% of the teachers responded the remarkable differences between kindergarten children (4-5 year old) and tie first grade of primary school (6 year old). 7) 98% of teachers understand the characteristics of behavior of kindergarten children and the first grade of primary school correctly. 3. Articulation in professional courses offered by the two teachers training institutions; 1) Most of the teachers training institutions do not offer courses related to kindergarten and primary school at the same time. 2) Professional courses taken by the teachers at the preservice education institutions are not directly helpful at the classrooms. 3) Teachers of the first grade of primary school positively responded to work at kindergarten (78.8%). 4) Kindergarten teachers are negative toward the system which allows primary school teacher certificate holder to work at kindergarten (95.9%).