유아 미디어 교육 프로그램 개발을 위한 기초 연구

• 영문명: A study on the development of media education program for young children
• 발행기관: 한국교육방법학회
• 저자명: 이차숙
• 간행물 정보: 『교육방법연구』제14권 제2호, 83~102쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2002.01.01

국문 초록

본 고는 문헌 연구 방법으로 아직 초보 단계에 있는 우리 나라의 유아를 위한 미디어 교육의 필요성과 당위성을 논하고, 미디어 교육 프로그램 개발의 건전한 방향 설정을 위하여 미디어 리터러시의 개념적 정의를 통하여 유아 미디어 교육의 목표 설정과 교육 내용 도출을 시도해 보았다. 미디어 교육의 방법은 활동 중심, 경험 중심, 과정 중심, 탐구 중심, 통합 중심의 교수?학습 활동이어야 할 것과 평가는 설정된 교육 내용을 중심으로 평가의 기준 설정이 먼저 이루어지고 그런 기준들의 성취 정도를 구체적으로 어떻게 측정할 것인지 연령별, 매체별로 타당하고 신뢰로운 평가도구를 개발해야 할 것을 강조했다.

영문 초록

This article argued that young children should be taught to media literacy for living in a new age of media. It is also emphasized that we should no longer view the task of media education as providing 'protection' against unwanted messages. but as helping young children become competent, critical and literate in all media forms so that they control the interpretation of what they see or hear, namely media literacy. For fostering of these abilities, we should know that what children need to know and do about the media. And then, we can provide them a sound framework of curriculum for media education. For this, this paper first derived four big objectives of media education through the examination of the definition of media literacy and identified various teaching elements for achieving them. Concerned about the approach to media education, it is asserted that it should not be considered as an add-on to the already crowded curriculum. Media literacy should be conceived as a means of facilitating the integration of critical thinking skills, aesthetics, the study of value messages, and the study of the social and political implications of media texts. Media education should permeate many activities in language arts, social science, and arts which will be conditioned by the mass media experiences young children bring to the classroom. Therefor, the curriculum of media education should be integrative, inquiry, experiential model. To build clear conceptual framework of curriculum, we should show that our assessment is strong and reliable assessment. Good assessment assesses what the course teaches, not something else. So our way of assessing support the way we prefer to teach. Therefore, there is a assertion that we first make clear the standards for media education and develop the instruments for good assessment.