이 연구는 초등학교 학생들이 자신들의 현실세계와 밀접한 학습을 통해 의미를 구성하고 진정한 이해에 도달할 수 있도록 하는 한 가지 방안으로서 내러티브를 활용한 주제중심 통합단원의 구성과 적용을 제시하는데 목적이 있다. 그러기 위해서 교육과정에서 내러티브를 활용하는 방법을 다각도로 살펴보고 여러 학자들의 주제중심 통합단원구성 전략과 단계를 종합하여 실제로 내러티브를 활용해서 주제중심 통합단원을 구성하여 적용결과를 분석한다. 이를 통해 교육적 효과를 높이기 위한 내러티브 교육과정의 활용이 앞으로 학교 교육과정 연구에 어떠한 점을 시사할 수 있는지를 논의하고자 한다.

The main purpose of this study is to suggest different ways to develop thematic-base integrated units through narrative at elementary schools. We can find out key ways to impart meanings in the objectives and contents from using ‘narrative.’ Narrative as one of the most appropriate theme for meeting those needs was decided after analysing the curriculum and learners. Next, inquiry questions were formed. And then, associated standards were checked and unit objectives were set up. Upon this, learning experience was organized. Lastly, assessment tool and rubric were prepared. The key point of this unit is meaningful learning. So after application, response of students is important. In this term, performance as assessment was used. Lastly, this study propose some issues for follow-up studies. First, finding the way to integrate 'Narrative mode of thought' and 'Paradigmatic mode of thought' will be helpful for students' works. Second, we need to awaken students and parents to vlaue of thematic-based integrated units through narrative. Third, we should apply narrative curriculum on designing subject matters learning. Fourth, we need to support lots of material help for teachers to design thematic-based integrated units through narrative because it takes long time and enormous efforts.

• 정수경(대구금계초등학교) | Su-Kyeong, Jeong