내러티브에 기반한 초등학교 안전 교육과정 설계 가능성 연구

Abstract

The purpose of this study is to explore the direction of design for narrative safety curriculum. In this study, I designed the safety curriculum using narrative, a subject of current active research. Narrative safety curriculum refers to the structure in which students' education opportunity can be organized constructively and analytically utilizing narrative, so that their knowledge and experience can be continually reconstructed. Narrative itself means a curriculum. In the study, the five-stage design template of Lauritzen and Jaeger(197) model that includes the context, inquires, goals filter, explorations and culminations was applied to designing practical education. Various accidents that occur during curriculum practical in individual schools would require a substantial modification of the safety curriculum system to date. One of the researchers are focusing on how to modify these narratives. Recently a lively discussion about the ways to take advantage of the narrative when designing a curriculum has been made. Narrative curriculum design is the process of sorting a series of steps of objectives, contents, teaching, and evaluation of training courses based on the human epistemological tool called narrative. The purpose of this study was to explore the narrative possibilities based on what you can do to design a safety training course at the school. In Chapter 2, in order to achieve the objectives of this study it was discussed the theoretical aspects of safety training and curriculum narrative. In Chapter 3 presents the direction and principles of elementary safety curriculum design based on the narrative. In Chapter 4 presents a model of narrative design and Jaeger were Lauritzen explore the possibility of a safe course design. School safety curriculum design based on a narrative to complement the current safety training and expected to contribute to building a system of practical safety education experience center. Education in perspective of practices is an initiation process of practices for the better quality of life, in which individuals can form totality of their lives while studying the tradition. Thus, narrative curriculum is will help professor-learner develop narrative capability.