본연구는만5세학급에서의역사교육을통한인성함양방안을모색하여실행하고이에따른 유아와교사의반응을살펴보는것을목적으로했다.서울시에위치한대학부속유치원만5세학급 유아28명과연구자를포함한교사2명이연구에참여했으며2013년12월부터2014년5월까지활동 을실시하여수집된자료를바탕으로결과를분석했다. 본연구의결과는다음과같다. 만5세학급에서의역사교육을통한인성함양방안을수립하기위해지난3년간의만5세학급 교육과정과 2013학년도 만 4세 학급 교육과정 점검 등을 통해 문제점을 분석하고 1차 실행을 계 획?실시했다. 1차실행에서는유아들의역사개념발달을지원하기위한활동과역사교육을통해 존중의태도를증진시키기위한활동을실시했다. 1차실행후평가를반영하여2차실행에서는유 아주도적인활동실시를통해역사적탐구능력을배양하고역사교육을통해공동체의식함양을지 원하는활동을실시했다.이를통해유아들은역사의기본개념을습득했으며존중하는태도가향 상되었고화합하는분위기를형성했다. 교사들은역사개념을통한인성함양의중요성을인식했 으며역사교과내용지식의확장을통해교수법과상호작용능력을발전시켰다.또한유아들의인성 함양을위한본보기로서자신의태도를성찰했다. 본연구는 만5세학급에서의역사교육을통한 인성함양의가능성과필요성을제기했으며최근교육계의화두인인성교육과교과교육을통합하 여현장에적용하는것의교육적의미를밝혔다는점에서의의가있다.
This study aims to seek and implement effective ways to cultivate and nurture character through history education in a class of five year old children, and to observe the reactions of children and teachers. This study was conducted in NeulSarang kindergarten, attached to a university located in Seoul, with 28 five-year-olds under the instruction of two teachers. It was conducted from December 2013 to May 2014, and the results were analyzed based on the data collected by performed activities. The results of this research are as follows. Based on a previously counducted problem analysis of methods to foster character through history education, the researchers planned and executed the first implementation. The first implementation session consisted of activities that develop concepts of history and other activities used to promote the concept of respect through history education. In the second implementation session, activities were aimed at cultivating the ability to explore history and increasing the sense of community through history education, reflecting what had been learned from the first performance evaluation. Through this process, children learned fundamental history concepts, while showing improvements in respecting others, expressing love, and harmonizing with others in the class. Teachers recognized the importance of fostering character through history education and developed teaching skills and interaction skills through expanding their own knowledge in history. In addition, teachers changed their own attitudes through self-reflection, as an example for children in terms of fostering character. This study has a significance in that it suggests the possibility and the necessity of history education to foster children's character in kindergarten class. In addition, it shows an educational value of integrating character education and subject matter education.
I. 서 론 II. 연구 방법 III. 연구 결과 IV. 논의 및 결론 참고문헌
