동시를 대상으로 한 교육과정 및 교과서 수록작품에 관한 연구

목차

Ⅰ. 서론
1. 연구의 목적 및 의의
2. 연구사 개요
3. 연구의 방법 및 제한점

Ⅱ. 동시교육의 위상과 동시교재의 요건
1. 동시교육의 목적과 본질
2. 아동의 발달단계
3. 동시교육에 대한 주제적 미학적 요구
4. 동시교재의 요건

Ⅲ. 동시교육의 교육과정 고찰
1. 동시교육 본질에의 적합성
2. 아동 발달 단계에의 적절성
3. 주제적 요구와 교육과정
4. 미학적 요구와 교육과정

Ⅳ. 교과서 동시 작품의 분석
1. 미학적 측면
2. 주제적 측면

Ⅴ. 결론
* 참고문헌
* 영문초록

본문내용

' verse should meet. Finally this thesis will present the basis of criticism about the works in elementary textbooks or curriculum which deal with Children's verse.
In assertion with the historical change of the 4th, 5th, 6th curriculum, this thesis will treat how much appropriate it is that the purposes of verse-teaching and its contents, as is reflected in curriculum for Children's verse; in what a configuration the verses will keep ranking; and how much a capacity the children have in understanding the meaning of verses.
This thesis will also concentrate on the study of how the teaching for Children's verses employed in the textbooks is reflecting the legitimacy for children's developing stages and is the purposes of curriculum. To obatain these, I will analysize the Children's verses in the textbooks in esthetic, thematic viewpoints.
This thesis will result in as follows.
First, the fundmental problems issued at in criticism about curriculum are that we did not essencially establich the basic concepts of comprehension, imagination, and so on; and did not lead the contents into 'concrete and organizational.' In addition, we did not consider the charateristics of children's developing stages, and we did not present the thematic basis of what the curriculum contains. When we concentrated on 'with what the purpose the textbooks were made into,' we burst into the risk that we had to count on what some people have personallly intended to do with. Especially, in curriculum we did not consider the elements of esthetic function which Children's verses should in fact pursue to do in course of teaching Children's verse.
Second, considering the esthetic elements in relation to criticism over the works in elementary textbooks, the works should have helped children to have the oppurtunity in variety to experience the ream, line, and structure of rhythm. These facts caused us to find Children's verses not satisfied by the variety of children's tastes and needs. In spite of lingustic elements being the main clues in poetry- understanding, we recognize that those elements was not embraced by the curriculum. Because adult-speakers' emotion and tone are too much simple, dry, and not so much pure as children's, those elements did not encourage the interests of children's. As children pass from lower to higher grade, such expression elements in Children's verses as word-sound, word-form, and rhetorics grow proper enough to keep orderly. Now, we have the problem that it is necessary for Children's verses which may express many kinds of sense images to change in arrangement; and this note will recommend it must be improved. The main point on a thematic focus will be that the poetic materials used by speaker and the emotions expressed in works are similar to each other.
※ A thesis submitted to committee of the graduate school of korea national university of education in partial fulfillment of the requriement for the degree of master of education December, 1994

키워드

동시,   교육과정,   교과서,   수록작품,   관한 연구