초등학교 실과 재배 실습지도에 관한 실태 조사연구

Abstract

The purposes of the study were to analyze the actual condition concerning the guidance of farm practice of practical arts subjects in elementary school and find out problems and their improvement ways. As many as 110 teachers in active service have been selected for test: not less than two teachers at each school of 38 schools in total (teachers in charge of the 5th year and the 6th year class) under control of Gongju Office of Education. The researcher has distributed and collected questionnaires by mail to survey and analyze it, and has adopted frequency and percentage of statistical methods. The study results were: (1) Farm practice places were: They have grown plants in pots in classroom most frequently, followed by flower beds and vacant lot, etc depending upon circumstances. They have grown various kinds of flowers in pots at classroom (in particular, balsam and petunia are most popular.), and cayenne pepper and lettuce as well. (2) Farm practice methods were: Theory-oriented class occupies 54.5 percent (more than 70 percent of the classwork), while practice-oriented class did 19.7 percent. Each student has often prepared for the practice materials by himself or herself. Schools at city were short of practice tools because of large number of students, while the ones at myon have sufficient tools thanks to less number of students. (3) The farm practice has to be done based on textbooks and was recommended not to teach students in connection with other subjects. The farm practice has to be done not one time only but continuously. (4) The school children completely hate to put down in writing on the practice log, and have filled out farm observation log effectively about one time a week. They had better be given a guide book prior to the practice to do it safely. (5) The practice has to be naturally evaluated at elementary schools while growing plants. The elementary school students have been found to learn important things from earth when they were interested in farm practice. (6) They can make use of material to do practice cultivation: They often make use of practice cultivation methods based on textbooks, and can get more information of the cultivation methods through information material. (7) At initial stage, the students have been found to be interested in farm practice. However, long-time practice seems not to be effective because unexpected problem may occur between students to create safety accident. (8) One pot for each one student at classroom has been found to be more effective for the students to do farm practice than the practice place was.