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초등학교 통합학습에서의 사회과 교육과정 편성 및 운영의 실태 원문보기

  • 저자

    손영경

  • 학위수여기관

    昌原大學校

  • 학위구분

    국내석사

  • 학과

    특수교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    iii, 74장.

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T8935910&outLink=K  

  • 초록

    This study sets the goal in evaluating the existing 7th Sociology Curriculum its quality and recognizing the actual condition of educating the disabled children in inclusive classrooms by considering the reality of design and management of the Sociology Curriculum in the elementary school. The points of this study that we were to figure out are as follows. First, in what pattern do the school based curriculum and teaching-learning guideline whose state-level curriculum can be seen as reconstructed by the schools and teachers appear in the field of education, and what does it imply? Second, how does the curriculum that are developed in the field of classroom have been transformed and developed in the territory(objectives, contents, manners), comparing to the state-level curriculum and the school based curriculum? This study, having two elementary school inclusive classrooms that the researcher works as the subject of it, was analyzed and speculated in the method of interviewing and observing their Sociology classes. The results of this study are as follows: First, there were certain duplicating points to the policy and direction of the curriculum because the school based curriculum which is made from the primary reconstruction process of the state-level curriculum in the field of school is a comprehensive work that decides the school education activities and other overall matters of programs. In addition, a large number of teachers took the teaching-learning guideline(the weekly project) which can be regarded to be the secondary reformation just routine teachers' work that needs to be signed or submitted. The subject school was leading general education curriculum adjusting. This was verified to be the very appropriate way of inclusive education that has only 1 disabled child but has thoughtful consideration and cooperation. Second, the education process in class, in terms of the objective of the class, intensively sets the goal that knowledge·understanding sectors belong, but in terms of the contents, merely explains the substances or shows distinction and grading the contents by emphasizing the summarized key points verifying the importance, and in terms of the teaching methods, children-centered cooperative methods were in great use. Children in need of special education was reported to have enhanced learning attitudes and better peer relationships through the inclusive class homeroom teachers' objectives, contents, and methods by the adjusted teaching-learning guideline in Sociology Curriculum.


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