The purpose of this study was to profoundly investigate teachers’ perception and actual conditions on theme-based curriculum in elementary school through focus group interview with elementary school first grade teachers. The study questions establis... The purpose of this study was to profoundly investigate teachers’ perception and actual conditions on theme-based curriculum in elementary school through focus group interview with elementary school first grade teachers. The study questions established in accordance with the purpose of this study are as follows: 1. How do elementary school first grade teachers perceive theme-based integrated curriculum in elementary school? 2. How do elementary school first grade teachers implement theme-based integrated curriculum in elementary school? 3. What do elementary school first grade teachers need to improve theme-based integrated curriculum in elementary school? For this study, the author selected 12 elementary school first grade teachers working in Seoul, Gyeonggi-do, Incheon as participants of the study. Because they are specialists implementing actual theme-based integrated curriculum in elementary school, mini-focus group interview method was chosen to understand their thoughts, opinions, and experiences profoundly. They had been interviewed from September 2016 to October 2016 through group interview two times each group and individual telephone interviewed in case of need. The author organized a team with a study assistant to record contents of conversations and filled in field notes at the same time. Collected qualitative datas were organized through classical analysis known as categorization and comparison analysis. After this study, all of recording datas and field notes were removed utterly. The results of this study are as follows: In respect of necessity, most teachers recently perceived newly theme-based integrated curriculum as a requisite motivating learners’ interest owing to integrating contents to learn around real life and a curriculum considering learners’ developmental characteristics. They thought it positively as it helped to connect kindergarten to elementary school and promote learners’ well-rounded growth. In terms of textbooks, thematic textbooks were considered optimistically as it aroused learners’ interest considering their real life and took into account a connection between kindergarten and elementary school second grade. However, they were sometimes considered to give learners burden of study as there were a few awkward and difficult activities to learns in them. In respect of difficulty in operation, teachers perceived that there was not enough time to study teaching due to overburdening, business trip, school event, and same grade teachers implemented integrated curriculum uniformly. They considered that it was likely to lessen the number of the activities because ‘safety’ is important issue to teachers & administrators. In terms of teaching & learning plan, most teachers planned teacher-driven theme study, and limited learners' participation. They utilized various community resources connected with theme, and tried to connect with school event and education issues. On the other hand, connection with korean & math wasn't enacted in principle. In respect of teaching & learning practice, actual connection with kindergarten & sencond grade wasn't enacted in spite of revising integrated curriculum around themes related to learners at a document level. Most teachers flexibly implemented to increase this time of class midway through giving their class. Contrarily, they planned 'blocktime' in advance, and noticed it to learners' home. In terms of teaching & learning material, main materials were textbooks and guide books, some contents were omitted and integrated in case of repetition & revising necessity. Visual and auditory materials through internet were also utilized more than real materials, and teachers simply shared mutual materials far from improving activity of education through learning community. In respect of classroom setting, learning results through theme study were manly displayed in classroom, and dioceses in play were furnished to deepen various play activity. On the other hand, teachers arranged desks to be moved easily in order to implement physical activities in curriculum smoothly. In terms of revising thematic textbooks, teachers demanded textbooks further connected with ‘korean & math’ and connected materials to succeed with the curriculum. The activities related to theme by force were also needed to change into interesting activities. They emphasized to revise illustration and adjust order of contents considering various society cultural background, and asked revision of textbooks considering learning capability level for reduction of the learning quantity. In respect of teaching & learning support, it was needed to change into physical environment containing elements of learners’ safety and interest lile kindergarten. National Education Information System(IS) was also needed to change into theme oriented method to unify implementation with administration of the curriculum. Teachers demanded concrete materials taking into account developmental characteristics and ‘topic network’ materials to be continuously available. Besides, it was needed to exchange materials and information with a kindergarten implementing relatively vigorous theme-based integrated curriculum. In terms of education member’s interest, teachers need to be interested in learners, study course, and physical environment for good classes. In case of need, it was needed to have active posture doing reconstitution. Moreover, they emphasized school parents’ interest in learners’ whole school life to adjust elementary school environment different from kindergarten. ，韩语毕业论文，韩语论文网站 |
