녹색성장교육 관련 활동 분석 및 교사 인식에 대한 연구: 3-5세 누리과정 교사용 지도서 중심으로
An analysis on activities of age 3 to 5 Nuri curriculum teacher's guidebook and kindergarten teachers perception about Green Growth Education
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초록
The purpose of this study was to analyze activities of age 3 to 5 Nuri curriculum teacher's guidebook based on elements of green growth education in order to encourage green growth education in kindergarten effectively. The subjects were activities related to the themes which were ‘Animal, Plants and Nature’, ‘Spring․Summer․Autumn․Winter’, and ‘Environment and Life’ in age 3 to 5 Nuri curriculum teacher's guidebook. In addition, teachers' perception of green growth education were examined. The results were as follows: First, there were frequency differences of forms and themes according to green growth education contents such as understanding global environment, recognizing environmental problems, practicing green growth and substainability, promoting and practicing global green citizenship. Second, kindergarten teachers considered green growth education as a national policy and they confused to develop the concepts as well as to set the goals of green growth education. In addition, it was necessary for teachers to utilize children’s daily life for carrying out green growth education and to make a connection among contents of green growth education based on Nuri curriculum teacher’s guidebook.
Abstract
The purpose of this study was to analyze activities of age 3 to 5 Nuri curriculum teacher's guidebook based on elements of green growth education in order to encourage green growth education in kindergarten effectively. The subjects were activities related to the themes which were ‘Animal, Plants and Nature’, ‘Spring․Summer․Autumn․Winter’, and ‘Environment and Life’ in age 3 to 5 Nuri curriculum teacher's guidebook. In addition, teachers' perception of green growth education were examined. The results were as follows: First, there were frequency differences of forms and themes according to green growth education contents such as understanding global environment, recognizing environmental problems, practicing green growth and substainability, promoting and practicing global green citizenship. Second, kindergarten teachers considered green growth education as a national policy and they confused to develop the concepts as well as to set the goals of green growth education. In addition, it was necessary for teachers to utilize children’s daily life for carrying out green growth education and to make a connection among contents of green growth education based on Nuri curriculum teacher’s guidebook.
참고문헌 (23)
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