구성주의 관점에서의 유치원과 보육시설의요리활동에 대한 교사의 인식과 실태
Early Childhood Teachers’ Perceptions and Classroom Practicesof Cooking Activities Based on the Constructivist Teaching
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초록
본 연구의 목적은 요리활동에 대한 유아교사의 인식과 실태를 구성주의 관점에서 살펴보는 것이다. 연구대상은 서울특별시에 소재한 유치원과 어린이집의 만 3～5세 반 교사 각 126명, 122명으로서 요리활동의 목표, 계획 및 방법에 관련된 교사용 설문지에 응답하였다. 자료분석 결과, 유치원과 어린이집 양 기관 모두 요리활동 교수법에 대한 유아 교사들의 인식과 교실에서의 요리활동의 실태는 구성주의 접근과 비구성주의 접근이 혼재되어 있음이 나타났다. 이러한 결과는 구성주의 접근의 요리활동에 대한 교사들의 이해 부족을 반영하는 것으로서 교사교육 및 요리활동 프로그램 개발의 필요성을 시사하고 있다.
Abstract
The purpose of this study was to investigate early childhood teachers' beliefs and their classroom practices of cooking activities based on the constructivist teaching. One hundred twenty six kindergarten teachers and 122 child care center teachers of 3- to 5-year-old children in Seoul completed a questionnaire assessing their beliefs and practices regarding objectives, plans, and instructional method for cooking activities. Analysis of the data reveals that the teachers' beliefs and practices in both kindergartens and child care centers regardless of their classroom practices in general were confused about constructivist and non-constructivist approaches to cooking activities. These findings indicate a lack of understanding about and training in constructivist cooking activities and imply a need for the development of cooking activities based on an early childhood education constructivist approach and in-service teacher training in such activities and the constructivist theory guiding them.
참고문헌 (19)
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