사회과 지역화 자료의 구성 및 활용실태 : 경기도 6개 지역의 초등학교 3학년을 중심으로

• 영문명: The Construction and Usage of Localization Materials in Social Studies-Focused on the 6 cases of the third grade in Elementary school at Gyeonggi Province-
• 발행기관: 학습자중심교과교육학회
• 저자명: 신현순
• 간행물 정보: 『학습자중심교과교육연구』제7권, 133~152쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2004.05.30

국문 초록

사회과는 사회의 여러 현상과 특성을 그 사회의 지리적 환경과 역사적 발전 그리고 정치․경제․사회 제도 등을 서로 연관시켜 이해하도록 하는 교과이다. 또한 사회과는 인간과 자연 간의 상호 작용에 대한 이해를 통하여 장소에 따른 인간 생활의 다양성과 고장, 지방 및 국토 전체와 세계 여러 지역의 지리적 특성을 체계적으로 이해하는 것을 목표로, 학년별 주제에 따라 내용의 범위와 핵심들이 구성되어 있다. 이에 따라 3학년 사회과 내용은 학습자의 발달, 사회적 경험, 사회 기능을 고려하여 가까운 곳에서 먼 곳으로 지역을 확대해 나가는 환경 확대법의 원칙을 바탕으로 생활 주변을 이해하도록 구성하고 있다. 즉, 3학년 사회과는 학생들의 인지 발달 수준에 따라 생활 속의 사회과 즉, 경험중심의 통합내용으로 구성되어 있다.

영문 초록

The purpose of this study is 1) to analyze the localizationmaterials formed social studies materials for the 3rd grade of elementary schools in the aspect of the form of structure, 2) to investigate their actual usage there, 3) to make the desirable suggestion of the problems, eventually and 4) to show the necessity of the development concerning the localization materials. For this purpose, this study consists of several chapters. In the 1st chapter, the general introduction on this study is shown. In the 2nd chapter, I made researches on the definition of terms ‘locality\ and ‘localization\ , and on a few theories concerning curriculum construction instructions, and laid the emphasis on the importance of localization materials and the necessity of localization on the curriculum construction. The 3rd chapter shows that social studies localization teaching materials are compared and analyzed by focusing on the external form of structures. That is, the investigation was conducted according to the next four fields: the aspect of contents construction, the aspect of description, the aspect of question, and the aspect of presentation. And in the 4th chapter, I made CHI - analysis after questionnaire survey asking the localization data actual usage was conducted to the teachers in charge of the 3rd grade of elementary schools. The last part is formed by my conclusion. The remarkable findings of investigation are summarized as follows. Firstly, the result of investigation indicates that most local materials consist in a 1, 2 semesters-integrated volume, and have a 2 topics with relation a social studies Secondly, when I looked into the text description style of localization materials of each area, I found that ‘the description way of inductive sequence\ was shown in Ujungbu-shi and Ansan-shi while ‘the discovery way of inductive sequence\ in Goyang-shi, Paju-shi, Pochon-shi, and Yuji-gun. Thirdly, in looking into the analytic results according to the aspect of question, there can\ t be localization materials in any areas where questions about ‘context for follow-on discussion\ are presented. Fourthly, while I looking into the analytic results in the aspect of graphic presentation, most graphics are presented for the learning content and as data style for solving kids\ inquiry assignment, namely, as ‘essential function\ . but assist drawings are presented in Ansan-shi only. Fifthly, Essential drawing are presented in Yuji-gun but in most area are presented essential pictures. The result of this analyses are due to there aren\ t any guide book except a few administrative index when the social studies materials are developed. District of educations should have guide book more. Finally, what I\ d like to tell is that our teachers should be given enough training chances to learn about the best use of localizationmaterials and schools. In addition, diverse topics should be developed and properly, more multiple learning methods should be developed and picture books, illustrations and chart also should be prepared.

목차

Ⅰ. 서론

Ⅱ. 사회과 교육과정의 지역화와 지역화 자료

Ⅲ. 사회과 지역화 자료의 외적 구성

Ⅳ. 지역화 자료의 활용 실태

Ⅴ. 결론 및 제언

키워드

지역화 자료 외적 구성 문장 서술 형태 필수적 기능