현직교사를 위한 유아음악교육 프로그램 모형 개발
Development of an early childhood music educationprogram model for in-service teachers
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본 연구는 문헌 고찰, 요구 조사, 프로그램(안) 구성, 프로그램(안)의 시행·평가 및 수정·보완을 통하여 현직교사를 위한 유아음악교육 프로그램 모형을 개발하는 것을 목적으로 하였다. 개발된 프로그램의 목표는 ‘유아교사는 유아음악교육에 대한 철학과 신념을 세움으로써 전문인의 태도를 갖는다, 유아음악교육을 위한 음악적 개념을 습득한다, 활동 유형에 따른 효율적인 유아음악교육 교수법을 증진한다, 실제에서 통합·적용하는 능력을 기른다.’이다. 내용은 유아음악교육의 중요성과 방향 및 교사의 태도, 노래 부르기 교수방법/악기 연주하기 교수방법/듣기·감상하기와 몸으로 표현하기 교수방법/음악 만들기 교수방법 및 각각의 교수방법과 음악적 개념과의 통합, 유아음악교육 실제에서 음악적 개념과 교수방법 통합·적용하기 등이다. 교수방법으로는 강의, 토의, 사례발표, 시청각 교육, 워크숍, 모의수업 등을 활용한다. 교육자는 유아교육 전공자로서 음악적 전문 지식을 가진 교수이며, 교육 대상은 만 2년 이상의 경력을 가진 현직교사로서 만 3세 이상 담임교사이다. 교육시간은 총 19시간이며, 교육장소는 해당지역 보육관련 학과가 설치된 대학(교)이다.
Abstract
The purpose of this study was to develop an effective early childhood music education program model for in-service teachers. First, a model was developed based on a literature review and a survey of early childhood music education. It was then applied in the field, evaluated, modified and supplemented. The objectives of the developed early childhood music education program model for in-service teachers are that participants in the program will 1) develop a professional attitude as they establish their philosophy and conviction of early childhood music education 2) learn the musical concepts for early childhood music education 3) improve their teaching methods in employing different activity styles and 4) build up their integration/application capability through practice. The program’s contents include orientation, importance and direction of early childhood music education, attitudes of teachers and the integration of singing, playing musical instruments, moving and listening/appreciation with musical concepts in practical early childhood music education. Lectures, discussion, presentation of examples, audio-visuals, workshops, and demonstration were all used in the program’s teaching methods. Assessments of the applied program yield the following recommendations for use. The program trainer should be a professor specializing in early childhood education, with a professional musical background, and experienced in participating in various music education programs. Trainees should be in-service teachers in charge of 3, 4, and 5-year-old students and have more that 2 years of teaching experience. The total training time, training time of each day, and the training term should be flexible according to the needs of the trainees although this study’s total time of training was 19 hours. The training place could be a regional daycare information center or the attached daycare center of a university. For effective progression and maximizing effects, it is advised that training space be rearranged to accommodate the teaching methods and that audio-visual education equipment be installed and the educational environment prepared or demonstrations.
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