초등학교 교사의 교육과정의 통합적 운영에 관한 사례연구

키워드

참고문헌 (24)

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2. "주제중심 통합단원의 개발 및 적용에 관한 연구" (2003)
3. "주제단원중심 통합교육과정 개발 교육과정 재구성을 중심으로", 13(1), pp.9~95 (1998), 광주교육대학교 초등교육연구소
4. "초등학교 6학년 통합교육과정 ‘세계’에 대한 개발 및 적용에 관한 실행연구", 1(1) (1998), 덕성여자대학교 열린교육연구소
5. "미술교육에서의 질적 연구:교과교육과 수업에서의 질적 연구", pp.261~322 (2004), 문음사
6. "주제중심 통합교육과정" (1998), 양서원
7. "실행연구(action research)를 통한 연구와 교육실천의 연계성 강화", 12(1), pp.363~402 (2004), 한국열린교육학회
8. "실행연구방법" (2005), 학지사
9. "초등학교 수업 중 진도 나가기의 유형과 사회적 맥락", 7(1), pp.131~173 (2004), 한국교육인류학회
10. "열린교육을 위한 초등학교 통합교육과정 재구성 방안에 관한 연구" (1997)
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12. "주제중심의 통합단원 설계모형의 근거이론적 접근", 7(2), pp.109~135 (2004), 한국교육인류학회
13. "Association for Supervision and Curriculum Development" (1993)
14. "Ten ways to integrate curriculum", pp.61~65 (1991)
15. "the art of science Handbook of Qualitative Research" (1994), SAGE Publications
16. "Association for Supervision and Curriculum Development" (1989)
17. "Case study research in education" (1988), Jossey-Bass Publishers
18. "Group process in the classroom :학급의 사회심리학" (2000)
19. "Re-making teaching" (1998), Routledge
20. "A Case Study of an Elementary School Teacher's Curriculum Integration"
21. "Jinju National University of Education"
22. "The purpose of this study is to describe the process of an elementary school teacher's attitude toward curriculum integration conducted by the research participant as a curriculum practitioner this researcher and the research participant designed the theme-based interdisciplinary unit which is purposefully integrated into four subject areas; science and social studies in the 6th grade and implemented the curriculum for six weeks"
23. "The qualitative data were mainly collected by interviewing the research participant The analysis of the data collected was done by two standpoints; a process of action research done by the research participant and the content of reflective ethnographic interview with him"
24. "The changes of research participant's attitude toward the curriculum integration as a way of curriculum restructuring were as follows the research participant experienced dissonance caused by the changes of curriculum schedule asking school administrators' understandings of curriculum integration was a stumbling block that the research participant had to go through with the research participant felt uneasiness between the traditional classroom and the integrated classroom The research participant's paradigm toward learning and instruction had changed"