게임의 지도현황에 관한 연구

Abstract

본 연구는 게임실시와 실시과정에서 나타나는 경쟁성에 대한 지도 현황을 밝히고자 한다. 연구목적에 따른 연구문제는 다음과 같다. 1. 게임계획과 선정은 어떻게 하는가? 2. 게임에서 교사역할은 무엇인가? 3. 교사는 게임에서 나타나는 경쟁성을 어떻게 인식하고 있는가? 4. 경쟁적 태도에 대해 교사는 어떻게 지도하고 있는가? 5. 경쟁적 게임이 유아에게 미치는 영향은 어떠한 것인가? 6. 게임결과에 대해 어떻게 평가하고 지도하는가? 7. 바람직한 게임실시는 어떤것이라 생각하는가? 이와같은 문제를 교사의 학력, 경력과 지역에 따른 차이로 살펴보았다. 연구방법은 설문지조사를 중심으로 하고 사례를 수집하였다. 설문지에서 연구대상은 서울과 기타지역에 있는 교사 300명을 대상으로 실시하였고 그 중 회수된 204명(68%)을 대상으로 분석하였다. 자료처리는 백분율과 교사의 학력, 경력, 지역별로 X^(2)검증법(5%수준, 유의도 검증)을 사용하였다. 사례수집은 유치원 5학급을 중심으로 관찰 수집한 게임을 교사의 학력, 경력을 기준으로 제시하였다. 연구문제에 대한 결과는 다음과 같다. 1. 게임계획은, 정규적 실시가 75.5%이고 게임횟수는 주당 1, 2회(70.6%) 실시가 많았다. 지역과 교사경력에는 차이가 없었고 학력에 있어서는 낮을수록 게임을 더 많이 실시하는 경향을 보였다. 게임선정에서는 일반적으로 유아의 흥미위주에 따르는 것이 가장 높게 나타났고(39.7%), 학력이 높고 서울지역일 수록 단원과 연관된 내용에 의해 정하는 경우가 가장 높게 나타났다. 2. 게임에서 교사역할은 유아의 능동적 참여를 위한 환경적 준비자로 인식하는 경우가 가장 높았다.(61.3%) 교사경력에는 차이가 없었고, 학력이 낮고 기타지역일수록 교사자신을 구성원으로서 게임에 적극적인 참여자로 인식하는 경향이 나타났다. 3. 경쟁성에 대한 교사인식은 욕구에의한 자발적인 활동으로 인식하는 것이 가장 높고(53.4%) 흥미와 동기유발에 도움 주는 것으로 인식하는 경우도 높았다.(46.6%) 교사변인과 지역에 따른 차이는 없었다. 4. 경쟁적 태도의 지도는, 승패 구분보다 즐겁게 놀기위한 것임을 유아에게 인식시키고 주의를 주는 것이 가장 높게 나타났고(61.8%) 교사변인과 지역간의 차이는 없었다. 5. 경쟁적 게임의 영향에 대해서는, 스스로 규칙을 정하고 규칙에 따라 능동적으로 참여하게 한다는 것이 가장 높고(71.6%) 교사변인과 지역차이는 없었다. 6. 게임결과에 대한 평가는, 규칙준수에 따르는 것이 가장 높았고(70.1%) 기타지역일수록 흥미와 참여정도에 따라 평가하는 것으로 나타났다. 또 승패보다는 규칙에 잘 따라야 하고(73%) 진편에 대해서도 함께 참여한 수고에 대해 평가를 내리는 게임결과 지도유형이 가장 높게 나타났다.(71.1%) 교사변인과 지역에 따른 차이는 없었다. 7. 바람직한 게임실시에 대해서, 교사는 유아자신을 스스로 다룰 수 있는 공정한 놀이 수행자가 되도록 해야한다는 것이 가장 높았고(47.5%) 경쟁적 게임을 가능한 피하는 것이 좋다고 인식하는 경우가 가장 낮게 나타났다.(3.9%) 교사학력, 경력에 따라서는 학력이 낮을수록 협동성을 조장하도록 해야한다는 인식이 높아지는 경향을 보였다. 그러나 교사경력이 많아질 수록 각 문항간에는 큰 차이가 없었다.;The researcher examined methods used in guiding games from the teacher's stand point and listed some ideas which are a prerequisite for positive and competitive game playing. The questions which this study examined and as follows : 1. How does a teacher choose and plan out a game? 2. What is a teacher's role in playing a game? 3. Which recognization does a teacher have about children's competitive spirit in playing a game? 4. How does a teacher deal with children's excessive competitive attitude in games? 5. What kind of influence arise from in competitive games playing and what are the results of this influence? 6. How can teachers guide and control the result of games and evaluate these results? 7. What thoughts do teachers have in relation to desirable games playing? The researcher examined the Questions mentioned above in accordance with a teacher's academic and practical career and the regional differences of kindergartens. This study was produced through a questionnaire and case study. A survey was circulated to 300 teachers at kindergartens, 130 of whom teach in Seoul and the rest of whom teach in other regions. Response to the questionnaire was 68% (204). These data are analyzed thoroughly with percentage and chi-square (X^(2)) verification whose significance level is 5 percent. Also in the ease study, the researcher observed five classes at various kindergartens, and have provided five kinds of cases which are also classified according to a teacher's academic and practical career. The results of the analysis for this study are as follows; 1. 75.5 percent of the teachers plan am enforce games regularly. Most of the teachers enforce a game once or twice a week(80.6%). There is no difference among teachers according to their practical careers and teaching locations however there are some differences according to their academic careers. The lower the teacher's academic career is, the more games they make the children play. Also in choosing a game, many teachers depend on the children's interest (39.7%). There are some differences among teachers according to their academic careers and their areas of instruction. As a whole, teachers who have a high level of academic achievement and who work in Seoul choose games which are concerned with to learning steps. 2. A large proportion of teachers, 61.3 percent, responded that the most important role of a teacher in a game is to help the children take part in the game positively. there is no difference among teachers according to their practical careers but there are some differences according to their academic careers and the regions in which the kindergartens are located. That is, there is a tendency that teachers who have a low level of academic achievement and who work in. outlying areas viewed themselves as positive participants promoting games. 3. Relative to the teacher's recognition of competition, 53.4 percent of the respondents answered that competition is a voluntary act according to instinct, while 46.6 percent of them answered that competition is the cause of children's interest and motivation in learning. There is no difference among teachers according to their academic and practical careers nor in the location of the kindergartens. 4. On the control of an excessive competitive attitude, 61.8 percent of the participants advise against such an attitude and teach that the purpose of a game is not victory or defeat but merrily with friends. Again there is no difference among teachers according to their academic and practical careers nor in the location of the kindergartens. 5. On the influence of a competitive game, 71.6 percent of the respondents answered that a competitive game helps children make rules by themselves and participate in the game actively. There is no difference among teachers according to their academic achievements and practical' careers nor in the location of the kindergartens. 6. Concerning the results of a game, a high proportion of respondents, 70.1 percent, said that they evaluate such accord ins to the observance of rules. Some teachers who work in outlying areas answered that they evaluate the results according to the children's interest and the degree of participation as well as the rules. On the problem of victory or defeat, 73 percents of the respondents answered that teachers should teach their children that it is more important to obey rules than to excessively emphasize victory. 71.1 percent of the teachers said that it is good to evaluate the participation and the eagerness of a defeated team. Once more there is no difference among teachers according to their academic and practical careers nor in the location of the kindergartens. 7. On the enforcement of a desirable game, 47.5 percent of the respondents stated that teachers should help children to become players who play fairly by themselves. 3.9 percent of the respondents answered that it is good to avoid a competitive game. There are some differences among teachers according to their academic and practical career experience. That is; The lower the teacher's academic achievement, the more they encourage experience the children's cooperative spirit; also, the higher a teacher's practical career, the smaller the difference between each question. On the enforcement of a desirable game, there is no differences opinion concerning competitive games, fair players , and the encouragement of a cooperative spirit.