정보교육학회논문지 (Journal of The Korean Association of Information Education)

  • 제20권1호
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  • Pages.47-56
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  • 2016
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  • 1229-3245(pISSN)
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  • 2733-8428(eISSN)
한국정보교육학회 (Korea Association of Information Education)
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2015 개정 교육과정의 소프트웨어 교육에 대한 초등 교사들의 인식 분석

A Recognition Analysis of Elementary Teachers for Software Education of 2015 Revised Korea Curriculum

  • 김갑수 (서울교육대학교 컴퓨터교육과)
  • Kim, Kapsu (Dept. of Computer Education, Seoul National University of Education)
  • 투고 : 2015.12.31
  • 심사 : 2016.02.12
  • 발행 : 2016.02.29
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초록

21세기 지식 정보 사회의 창의적인 인재 양성을 위해 2018년도부터 초등학교에서 소프트웨어 교육을 실시한다. 2015년에는 초등학교에서 실시되는 소프트웨어 교육의 교육 내용과 성취기준을 만들었다. 본 연구는 초등학교 교사 199명을 대상으로 소프트웨어 교육에 대한 인식을 조사했고, 조사 결과는 다음과 같다. 첫째, 소프트웨어 교육이 초등학교에 필요하고, 17시간으로는 부족하다. 둘째, 현재 교사들은 일반적인 소프트웨어 교육의 교육 내용, 교수 학습 방법, 평가 방법, 자료 개발 방법 등의 내용을 잘 모른다. 셋째, 성취기준에 대한 이해, 성취기준 적합한 교육 자료 개발과 지도 방법에 대해서도 인지가 낮다. 따라서 초등학교 모든 교사가 교사 연수를 통하여 성취기준에 적합한 교수학습 자료 개발, 평가 방법, 지도 방법을 알 수 있게 해야 한다.

In order to nurture creative talent in the 21st century knowledge-based society in elementary education software is carried from the year 2018. The educational content and achievement standards to conduct a software education had been made in the 2015. In this study, the recognition of educational software for elementary school teachers 199 people is investigated. Findings are as follows. Elementary education is the first software required, and is lacking in 17 hours. Second, the idea of a common training software education, teaching and learning methods, evaluation methods, how to develop information materials. Third, lower cognitive development and educational materials for the teaching methods appropriate for understanding, achievement standards for achievement standards. Therefore, should allow teacher training teaching materials development, assessment methods, teaching methods suitable for the achievement standards available to all teachers throughout the school know.

키워드

참고문헌

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피인용 문헌

  1. 미국 영국 독일 컴퓨터 교육과정에서 한국 컴퓨터 교육의 시사점 vol.20, pp.4, 2016, https://doi.org/10.14352/jkaie.2016.20.4.421
  2. Analysis of 2015 Middle School Informatics Curriculum by Viewpoint of Core Competence vol.21, pp.10, 2016, https://doi.org/10.9708/jksci.2016.21.10.183
  3. 예비유아교사의 소프트웨어 교육에 대한 관심도 분석: 관심중심수용모형(CBAM)을 중심으로 vol.18, pp.7, 2016, https://doi.org/10.5762/kais.2017.18.7.431
  4. 엔트리 프로그래밍 교육이 초등예비교원의 몰입에 미치는 영향 vol.21, pp.4, 2016, https://doi.org/10.14352/jkaie.2017.21.4.403
  5. Comparisons of the Perceptions on Software Education between Software Experts and Regular Elementary Teachers vol.21, pp.5, 2017, https://doi.org/10.24231/rici.2017.21.5.488
  6. 초등 소프트웨어 교육 연구 동향 분석: 국내 학술지 중심으로 vol.21, pp.5, 2016, https://doi.org/10.14352/jkaie.2017.21.5.509
  7. An Analysis of Pre-service Elementary School Principals' Awareness and Needs on SW Education, In preparation for the 2015 Revised National Curriculum vol.22, pp.10, 2016, https://doi.org/10.9708/jksci.2017.22.10.137
  8. An Analysis on the Elementary School teacher's Literacy about Software Education Contents, In preparation for the 2015 Revised National Curriculum vol.22, pp.11, 2016, https://doi.org/10.9708/jksci.2017.22.11.169
  9. 초등 예비교사의 소프트웨어 교육 관련 경험과 이해도 분석 vol.22, pp.1, 2016, https://doi.org/10.14352/jkaie.2018.22.1.81
  10. 학습동기 향상을 위한 플립러닝 기반 SW 융합 교육 vol.22, pp.3, 2016, https://doi.org/10.14352/jkaie.2018.22.3.325