SW교육에 대한 초등교사와 학생의 인식, 태도 비교 분석 연구 - SW교육 선도학교와 일반 학교를 대상으로 -
A Comparative Analysis Study on the Perceptions and Attitudes of Elementary School Teachers and Students on SW Education -Focusing SW education leading schools and general schools-
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초록
정부는 소프트웨어 교육 연구학교와 소프트웨어 교육 선도학교를 2015년도부터 지정하여 운영해오고 있다 본 연구에서는 2019 SW교육 초등 선도학교 1,082개 학교를 대상으로 실태 분석을 통해 SW교육의 현황을 파악하였다. 분석결과 소프트웨어 교육이 안착을 학교 현장의 시설과 예산 확보가 가장 필요하다는 점을 알 수 있었다. 둘째, 소프트웨어 선도학교 교사들이 일반 학교 교사들보다 소프트웨어 교육에 긍정적으로 생각하고 있고, 소프트웨어 교육 시수 확대에 더 긍정적임을 알 수 있었다. 셋째, 소프트웨어 교육 선도학교에 소속된 초등학생들은 소프트웨어 교육에 더 자신감을 가지고 임하는 것을 알 수 있었다. 넷째, 소프트웨어 교육이 공교육에서 시작해야 하는 시기는 현재의 초등학교 고학년으로 답을 가장 많이 했지만, 그와 비슷한 비율로 초등학교 중학년이라고 답한 선도학교 교사들의 의견도 있었다. 연구 결과 SW교육 선도학교 운영은 SW교육을 현장에 안착하는 데 많은 도움이 되었고, 인식 개선에도 많은 도움이 되었다는 것을 알 수 있었다.
Abstract
The government has designated and operated software education research schools and software education leading schools since 2015. In this study, the current status of SW education was identified through an analysis of the actual condition of 1,082 leading schools in 2019 SW education elementary school. As a result of the analysis, it was found that securing the facilities and budget at the school site was the most necessary for software education to settle. Second, it was found that teachers of leading software schools are more positive about software education than teachers in general schools, and are more positive about expanding the number of hours for software education. Third, it was found that elementary school students belonging to leading software education schools were more confident in software education. Fourth, the time when software education should begin in public education was the current elementary school seniors, who answered the most, but there were opinions of leading school teachers who answered that they were elementary school juniors at a similar rate. As a result of the study, it was found that the operation of leading SW education schools helped a lot to settle SW education in the field and also helped improve awareness.
참고문헌 (15)
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