Children SAFETY Education in KOREA: The Effect of Debate on Media and Environmental Safety Education
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초록
Safety education for children is to help them to live a healthy life by learning safety knowledge, attitude and function to protect themselves from danger. In order to achieve effective safety education for children, knowledge and competence of early childhood teachers on safety education should be premised. However, in relation to the contents of safety education, the early childhood teachers perceived media safety and environmental safety to be low. A low awareness of media and environmental safety will result in a lower level of practice in safety education have. That is why new education methods related to media and environmental safety are urgently needed. In media safety, it is necessary to cultivate proper capacity to block harmful media. It is necessary to look at the information provided by the media from a critical and analytical point of view and to cultivate the ability to accept the necessary information discreetly from a young age. In environmental safety, it requires a change of values in order to solve environmental problems. In order to do this, it is important to establish accurate values and to develop critical and analytical perspectives. Debate is the right education. The purpose of this study was to investigate the effect of the debate method on the pre-service early childhood teachers in media and environmental safety education. The purpose of this study was to examine 21 grade-3 students who took a course on child safety management at A University in Gangwon-do using the learning achievement and the life core competency test tool. As a result of applying the debate method to the media and environmental safety education in this study, it was found that there was a significant effect on achievement of learning goals, problem solving and communication ability. In debate, since the deviation of the utilization ability as well as the knowledge acquisition is clearly visualized and the ability to communicate through refutations, questions and answers was performed as the main factors, the early childhood teachers can recognize the weakness of their weakness and can be able to 'learn well'.
Abstract
Safety education for children is to help them to live a healthy life by learning safety knowledge, attitude and function to protect themselves from danger. In order to achieve effective safety education for children, knowledge and competence of early childhood teachers on safety education should be premised. However, in relation to the contents of safety education, the early childhood teachers perceived media safety and environmental safety to be low. A low awareness of media and environmental safety will result in a lower level of practice in safety education have. That is why new education methods related to media and environmental safety are urgently needed. In media safety, it is necessary to cultivate proper capacity to block harmful media. It is necessary to look at the information provided by the media from a critical and analytical point of view and to cultivate the ability to accept the necessary information discreetly from a young age. In environmental safety, it requires a change of values in order to solve environmental problems. In order to do this, it is important to establish accurate values and to develop critical and analytical perspectives. Debate is the right education. The purpose of this study was to investigate the effect of the debate method on the pre-service early childhood teachers in media and environmental safety education. The purpose of this study was to examine 21 grade-3 students who took a course on child safety management at A University in Gangwon-do using the learning achievement and the life core competency test tool. As a result of applying the debate method to the media and environmental safety education in this study, it was found that there was a significant effect on achievement of learning goals, problem solving and communication ability. In debate, since the deviation of the utilization ability as well as the knowledge acquisition is clearly visualized and the ability to communicate through refutations, questions and answers was performed as the main factors, the early childhood teachers can recognize the weakness of their weakness and can be able to 'learn well'.
참고문헌 (18)
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