초등교사들이 인식하고 있는 2015 개정 초등 실과 기술 영역 학습 요소의 교육 요구도

Abstract

The purpose of this study was to survey elementary school teachers’ recognition of importance and teaching competence on learning elements at 2015 revised national curriculum, and calculate educational demands. 109 elementary teachers‘ responses are used to verify elementary teachers’ recognition. Questionnaire to contain items which are recognition of importance and teachers’ competencies on 34 learning elements. The results of this study were as follows: First, the positive degrees of educational demands are two in transportation technology area, sixteen in software area, four in robotics area, and eight in invention&property rights area. Second, there were statistical differences according to sex in ‘transportation and the meaning of transportation’ in importance and teacher’s competence in the field of transportation technology, ‘the influence of software for our future life’ and twelve learning contents in teachers’ competence in the field of software. And there were also statistical differences according to sex in plus technique, minus technique, personal information protect and intellectual property in importance in the filed of invention & intellectual property. ‘machines and tools according to software’, ‘methods to use block-based programs’, ‘comparison of assembled commends’, ‘understanding of procedure, repeat, and conditional commends’ and etc. Third, there were statistical differences according to experience of teaching of Practical Arts in ‘composition elements of a bicycle’, ‘safety management of bicycle’ in in importance and teachers’ competence in the transportation area. four learning components in teachers’ competence in the robotics area, and only ‘intellectual property’ in teachers’ competence in the filed of invention & intellectual.