초등 특수학급 현장체험학습 실태 분석을 통한 현장체험학습 활성화 방안 탐색

Abstract

This study has an objective to examine the reality of site experience learning which is done in special class in elementary school and finally to suggest desirable direction of site experience learning. The subjects of this study are 133 special class teachers in elementary school and survey papers were used as study tools. In order to analyze research subjects in this study and to examine general realities of site experience learning of special class and the recognition about improvements of site experience learning of special class, we have calculated frequencies and percentages of each category. Study results through these procedures are as follows. First, realities of site experience learning of special class in elementary school showed that site experience learning was executed in most elementary schools and executed as direct experience activity type. Site experience learning plans have been establishing in early semester according to special class operation plans and it showed that related information about site experience learning was acquired from internet sites or from references of phone call interviews. And site experience learning was executed at the places where they could learn neighboring everyday life circumstances of school, cultures and histories through public transportations and it took about a day. It showed that students made ceremony participating activities in site experience learning and teachers recorded their activity contents by taking pictures. Activities after site experience learning were expressed by the children who had the feelings in their activities and when site experience learning results were reported to their school parents, reports were delivered only to the school parents whose children had unusual experiences. Evaluation of site experience learning was generally not made and if the evaluation was executed, they concentrated on planned education activity procedures and made evaluations.