「아동의 수준」과 「문제해결학습」에 따른 초등디자인교육의 특성- 초등미술교과서 3-4학년을 중심으로 -

Abstract

We attempt to look into the characteristics of the design units in Arttextbooks of Elementary School with the perspective of ‘problem solvinglearning’ and ‘level of children.’ The subjects of this study are the units ofdesign shown in 7 types of the art textbooks for the 3-4 graders of which theteaching-learning activities and manual of teachers are focused on. Main results of our study can be summarized as followings: First, we havefound that design teaching-learning activities are introduced in most of thetext books to improve students’ expression capability. The reason is thatexpression activities are considered crucial for making works of art as otherart areas. This is resonable there is no teaching and learning processes forsolving and finding the problems. Second, we have found that just only a fewof units in the textbooks appear the teaching-learning design process forproblem solving. Teaching-learning processes for problem solving might benecessary for helping children to solve themselves the problems in that thedesign process in nature is useful for solving problems. we have found that most of the textbooks contain the design teachinglearningprocesses units for making works but do not problem-solving units. The reason might be that most of elementary art textbooks consider theexpression activity of the design than develop of problem solving activity. Inthis respect, we assert that improving processes of teaching-learning forVol. 39- 118 -design's problem solving are crucial for developing problem solving capabilityof children.