논문 상세보기
pp.3-30
국제이해교육은 직접적인 체험과 사람과의 교류를 통해 공감하는 마음을 갖는 지구촌 가족, 나와 세계인이 연결되어 있음을 인식하고 공동의 과제를 함께 해결하면서 더불어살아가고자 노력하는 국제인을 지향하는 교육이다. 최근 세계화와 함께 지구촌의 심리적거리는 매우 좁아지고 있으며 이처럼 변화하는 현실적 요구에 맞추어 초등학교 시기부터국제이해교육의 필요성이 부각되고 있다.본 연구는 서울, 부산, 광주의 초등학생과 교사를 대상으로 한 설문지를 통해 국제이해교육의 실태와 요구를 조사하고 분석하였다. 설문지를 분석한 결과 국제이해교육의 본질에대한 인식보다는 교과교육과정의 내용을 답습하는 형태의 수업이 이루어지고 있었다. 대도시를 중심으로 교사와 학생의 해외 체험의 횟수가 증가하고 있으나 국제이해교육의 태도에대한 측면은 지역별, 교사의 교직경력별, 교사의 해외경험에 따라 큰 차이를 보인다.
Following the 2009, 7th education curriculum, which mainly focus on integration of 5 territory including th original discretionary activity and a special activity. From 2011, the 1st and 2nd grades of elementary school begin to operated the self-control, group activity, service activity and course activity. Education for International Understanding is included in the 38 studying subject which operates a original experience activity.
This research has the goal to investigate and analysis of request the Education for International Understanding which based on the elementary student and teacher of Seoul, Busan and Kwangju. According to advance interview and result of survey analyzes, there is a difficult to operate the international understanding education for work excess, insufficiency of class time, professor studying method, lack of data and etc. Because of curriculum reconstitution of teacher leading, Education for International Understanding is not programed so the subordinate elements of the Education for International Understanding which is inside of curriculum delivered to the student as general subject class form.
First, currently the international understanding education of the elementary school is accomplished by class teacher in the subject the society and morality. But it is reconstituted to separate the subordinate element or is not become accomplished evenly in all over the elementary school. The class time is not secured with event of school unit and administrative valence and because class is operated on busy subject education, it is difficult to built the curriculum embodiment and teaching material research of subordinate elements of Education for International Understanding
Second, the interest, relation, confidence, sense of satisfaction, effectiveness, and value of teacher and student that all were analyzed affirmatively important on Education for International Understanding. And there is a visible statistical difference for background of teacher and student, teacher's career and overseas experience of teacher. There is no difference for gender of teacher and student, grade, overseas experience of student.
Third, there are a different aspect about international understanding education between the demand of teacher and the student. Both teacher and student agree to operate the international understanding education on regular class time and discretionary special activity time however, ratio was that teacher answered the class teacher should response the Education for International Understanding and student answered exclusive teacher should response the Education for International Understanding. Teacher wanted the remote research study form about Education for International Understanding training program. From demanding professor studying method, teacher requested in order of multimedia watching, project studying, discussion study and etc. and student was a experience studying, interpretation professor, multimedia watching and etc.
