초등학교 환경교육 관련 성취 기준 및 내용 요소의 분석
Analysis of Achievement Standards and Content Elements Related to Environmental Education in Elementary School
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초록
이 연구에서는 국가교육과정의 과학, 사회, 실과, 도덕과 성취 기준에서 환경교육 관련 핵심어와 학습 요소를 추출하여 비교하고 교과서의 내용 요소를 환경교육의 영역별로 분석함으로써 추후 초등학교 환경교육의 방향을 제시하고자 하였다. 이에 따른 연구 결과는 다음과 같다. 첫째, 초등학교 환경교육에서 가장 중심적인 역할을 하고 있는 교과는 과학과이다. 교육과정 개정에 따라 기후 변화, 자원과 에너지 등의 내용 요소가 추가되었고 생태 전환 교육의 강조점 역시 중요하게 반영하고 있었다. 둘째, 실과와 도덕과의 경우 교과 특성에 국한되는 내용만을 제한적으로 다루고 있어서 다른 교과와의 연계를 고려한 내용 요소를 보강할 필요가 있다. 셋째, 환경교육의 영역별 분석에서 자연환경, 인공환경의 비율이 상대적으로 높고, 환경윤리의 비중이 낮게 나타났다. 추후 초등학교 환경교육에서 생태전환교육을 실행할 구체적인 전략을 제시하는 것이 필요하며, 관련 교과 간, 학년 간 내용 요소의 통합적 구성에 대한 국가적, 범교과적 차원의 협의와 노력이 요구된다.
Abstract
In this study, we extracted and compared key words and learning elements related to environmental education from the achievement standards of science, social studies, practical science and ethics in the national curriculum and analyzed the content elements of textbooks by area of environmental education to suggest the direction of future environmental education in elementary schools. The research results were as follows. First, the subject that played the most central role in elementary school environmental education was science. The curriculum revision introduced content elements such as climate change, resources, and energy, while also placing significant emphasis on ecological transition education. Second, in the case of practical arts and moral education, the content was limited to topics specific to the characteristics of each subject, so it is necessary to reinforce topics that consider connections with other subjects. Third, an analysis of environmental education by area revealed that the proportions of ‘natural environment’ and ‘artificial environment’ topics were relatively high, while the proportion of environmental ethics was comparatively low. Moving forward, it is essential to develop specific strategies for implementing ecological transition education within elementary school environmental education. Additionally, national, cross-curricular consultations and collaborative efforts are needed to ensure the integrated alignment of content elements across related subjects and grade levels.
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