2009 개정 교육과정 이후 초등학교 학습자의 한자교육에 대한 사회적 요구는 날로 증대되었으나 초등학교 학습자를 위한 한자교육의 여건은 이전 교육과정과 비슷하다. 이 논문은 이러한 실정에서 현재 전국 시･도 교육감의 승인을 받아 사용하고 있는 한자 교과서에 대한 일반적인 현황을 점검하고 이를 토대로 초등학교 한자 교육의 문제점을 탐색해보고자 하였다. 이 논문은 2010년 이후 각 시･도 교육감의 승인을 받은 12종의 한자 교과서 가운데 7종의 교과서를 검토하여 한자 교재의 일반적 현황과 특징적 양상을 밝히고자 하였다. 한자 교재의 일반적 현황으로서 각 교과서의 학습량과 단원 구성 방식, 문장 표기 방법, 단원 전개 유형 등에 대하여 논의하였으며, 특징적 양상으로 창의･인성 교육과 한자문화권의 조화 두 가지 측면을 검토하였다. 이 특징적 양상은 모든 교과서에 드러나는 것은 아니지만 2009 개정 교육과정이 추구하는 정신과 관련하여 ‘창의･인성 교육’ 측면을, 한자 교육의 효용성과 관련하여 ‘한자 문화권의 조화’ 측면을 논의 대상으로 삼았다. 또한 초등학교 한자 교육의 질적 고양을 위한 작업으로서 교재의 문제점과 초등학교 한자 교육 현장의 문제점을 검토하였다. 교재의 주제문 표기방법, 교과서의 구성 형태, 한자 어휘 교육 방법, 한자 교수･학습 지원 체제 등에 대한 논의를 통하여 초등학교 현장에 적합한 교재의 내용을 찾아보고자 하였다. 이 논문에서 필자는 초등학교 학습자들을 위한 한자 교과서로서의 개선안이나 대안을 명확히 제시하지는 못하였다. 그것은 필자의 역량과 노력이 부족해서이다. 그러나 교과서는 교육과정이 실현된 구체적 산물이라는 것을 상기할 때 국가수준의 교육과정이 존재하지 않는 현실에서 교과서의 개선 방안을 마련한다는 것은 어불성설이라 할 수 있다.

This study was implemented to understand the motivation factors for 2nd grade schoolchildren that effect on their preference for the sweet taste. The subjects included were 118 children (59 boys and 59 girls) and 118 children's guardians, from one elementary school. Children participated in sweet preference test and questionnaire survey with researcher's guidance provided in the school. Children's guardians were asked to fill out the questionnaire via home-letters. The results were as follows: 59% of the children preferred the cocoa beverage with the highest concentration of sugar among five cocoa beverages (0%, 2.5%, 5%, 7.5%, and 10% of sucrose/milk volume). The variables consisted of affective attitude, cognitive attitude, self-efficacy, parenting style, and sweets frequency. According to the analysis, sweet preferences were correlated with children's affective attitude (r=－0.207, p<0.01), self-efficacy (r=－0.288, p<0.01), frequency of drinking carbonated beverage (r=0.272, p<0.01), preference for yogurt (r=0.184, p<0.05), and preference for sweet bread (r=0.226, p<0.05). These results indicated that children can be more affected by affective attitude than cognitive attitude, and self-efficacy can be an important motivation factor to control the eating behavior related to sweets. Therefore, nutrition educators need to focus on developing various methods related to increasing self-efficacy for encouraging and motivating healthy eating behavior in children.

This study examined the effects of teaching contextual inference and word association strategies on 5th grade elementary school students' vocabulary knowledge development. A total of 56 students participated in the current study, as divided into either the contextual inference group or the word association group. The vocabulary proficiency levels of the participants were also considered and the students in each group were further divided into either the upper level group or the lower level group. The participants experienced six treatment sessions, and in each session they had to study five vocabulary items using each of the two vocabulary learning strategies. The posttest and delayed posttest results indicated that both strategies were effective for the vocabulary knowledge development of the upper level group as well as the lower level group. Some possible implications for elementary school English classrooms in Korea are discussed.

This study was designed to develop a scale to measure primary school English teachers’ professionalism based on affective factors. The Swailes' (2003) scale was used to best reflect the local context where teachers in primary schools teach English to young learners. Three surveys were sent to a total of 1,008 primary school English teachers. Three different focus groups were used to refine the survey items in the modification process from the first to the third survey. The data were analyzed using exploratory factor and confirmatory factor analysis. These results showed the validity of fifteen items for investigating primary English teachers’ professionalism: four items related to 'professional commitment', three related to 'professional autonomy', three items related to professional belief in public service, three items to profession as referent, and two items to professional regulation. It is hoped that the scale items developed in this study can be used to identify the standard of professionalism of primary English teachers and provide policy makers or school decision makers with data that can be used to enhance professionalism within the community of primary English teachers.

It's long been noted that a serious discrepancy exists between elementary school English classes and middle school English classes. This study explores the differences in the teacher talks of elementary and middle school classrooms. To this end, three elementary school English classes and three middle school English classes are tape-recorded, and their teacher utterances are analyzed according to forms of utterances, functions of utterances and language types. The result shows that elementary school English teachers use significantly more command forms and feedback than middle school English teachers while they use significantly more non-class related utterances more than elementary school teachers. They utter class-related managerial and disciplinary categories significantly more than middle school English teachers while they do miscellaneous categories significantly more than elementary school teachers. In terms of languages teachers use in the classroom, elementary school teachers speaks English significantly more than middle school English teachers. Elementary school teachers tend to use plain Korean to individual students while using formal Korean to the whole class. Middle school teachers tend to use formal Korean irrespective of whole group, small group and individual students.

The present study investigates affective factors which affect primary English teachers' professionalism. For the analysis of the study, quantitative data was obtained from 576 primary school English teachers who responded to a questionnaire. Qualitative data was also collected from three different focus group interviews and ten individual interviews. A quantitative data analysis shows that collective teacher-efficacy is the best predictor of primary school English teachers' professionalism among the three factors of self-efficacy, organization-based self-esteem, and collective self-efficacy. This result is consistent with interview data which shows that more positive than negative comments are observed in regards to collective teacher-efficacy. Pedagogical implications have been discussed.

목 적: 본 연구는 초등학생을 대상으로 현성굴절검사와 조절마비굴절검사 결과를 비교하고 저학년과 고학년의 차이를 알아보고자 한다. 방 법: 근시인 저학년(1.2.3학년) 91명 182안, 고학년(4.5.6학년) 58명 116안 총298안을 대상으로 조절마비제와 미드린피를 점안 전과 후에 자동굴절검사기와 검영기로 굴절검사를 시행하였다. 결 과: 조절마비 전과 후에 구면굴절력은 각각 ?1.23±0.80D와 ?1.08±0.83D로 조절마비굴절검사의 근시도가 0.16±0.24D (t=-2.182 p

This study was conducted to investigate the effects of 10-week dietary education on elementary students in an after-school program in Seoul. Participants were 20 1-2 grade students and 283-6 grade students, and the dietary program consisted of dietary education and activities focused on children’s levels of understanding. The results were as follows: Total participant’s food habit scores and nutrition knowledge significantly increased (p<0.05) after dietary education. Food habit and nutrition knowledge scores of lower grade participants (grade) increased desirably (p<0.05). Meanwhile higher grade participants’ (grade) food habit scores also changed (p<0.05), but their nutrition knowledge scores were changed. Boy’s food habit scores significantly changed (p<0.05), whereas girl’s food habit scores did not change significantly. Further, female participants’ nutrition knowledge scores did not changesignificantly after education. Participants’ obesity knowledge scores significantly changed after the education (p<0.05), but their attitudes on obesity increased insignificantly. Lower grade participants’ attitudes on obesity significantly and desirably changed (p<0.05), whereas higher grade participants’ attitudes on obesity changed insignificantly. Girl’s knowledge and attitudes on obesity significantly and desirably changed (p<0.05-0.01). This study revealed the correlation between food habit scores and attitudes on obesity (p<0.01), demonstrating that participants with high food habit scores have advisable attitudes on obesity. The result of this study shows that lower grade participants’ food habit scores, nutrition knowledge, and attitudes on obesity changed desirably after dietary education. Therefore, this study promote the development of adequate nutrition education and materials focused on lower grade students and the need for systematic and continuous dietary education programs based on elementary school.

This study suggests effectiveness of G-Learning (teaching and learning methodology utilizing interactions derived from game play) English afterschool class, which had been implemented for 3 months to 496 elementary school students in 5th grade at 31 elementary schools spread in the whole regions of Gyeonggi province. To achieve the goals of this study, two hypotheses were set in this study: 1) after conducting G-Learning English class, students' achievement in English study will increase, and 2) after conducting G-Learning English class, students' interest and confidence to English study will increase. Pre and post proficiency tests were conducted to verify the effectiveness of the G-Learning English class. A survey was also carried out with the participants of the class. The results showed that the students' achievement in reading was increased from 24.7 to 36.4 and vocabulary increased from 21.1 to 33.5 with statistical significance. The increase of the test score in three proficiency groups was as follow: high group was 9 points, middle group was 25 points, and low group was 38 points. Moreover, as for the affective factors toward English study, students' interest improved from 3.28 to 3.54 and confidence improved from 3.17 and all the aforementioned results showed statistical significance.

◉ 목적 : 본 연구는 평가도구 SFA(school function assessment)를 이용하여 저학년, 고학년의 차이에 따른 학교생활에서의 기능적 과제 수행을 비교하기 위한 것이다. ◉ 연구방법 : 2013년 7월 1일부터 7월 31일까지 유치원과 초등학교의 일반학급에 재학하고 있는 만 5～12세의 남아11명, 여아 13명을 대상으로 아동의 부모와 담당교사와의 관찰 및 면담을 동의한 자에 한하여 실시하였으며 저학년과 고학년의 학교생활의 기능적 과제 수행을 비교하였다. ◉ 결과 : 고학년이 저학년에 비해 학교생활에서의 기능적 과제 수행이 높은 점수를 보였으며, 항목에 따라 통계학적으로 유의한 차이가 나타났다(p<.05). 영역Ⅰ은 유의한 차이가 없었으며, 영역Ⅱ와 영역Ⅲ은 부분적으로 유의한 차이를 보였다. ◉ 결론 : 본 연구를 통해 고학년이 저학년보다 더 높은 학교생활의 과제 수행 능력이 요구된다는 것을 확인하였다. 앞으로 좀 더 많은 대상으로 한 학교생활 기능적 과제 수행 연구가 이루어지기를 바란다.

◉ 목적 : 본 연구에서는 초등학교 저학년의 시지각 능력이 글쓰기 능력에 미치는 영향을 알아보고자 한다. ◉ 연구방법 : 대전지역 초등학교에 재학 중인 저학년(평균연령=89개월, SD=7.49) 55명을 대상으로 하였다. 글쓰기 능력은 글쓰기 숙달도 선별 질문지(HPSQ), 시지각 능력은 한국판 시지각 발달검사(K-DTVP 2)를 사용하여 측정하였다. ◉ 결과 : 연구결과 글쓰기 능력에서 성별에 따른 집단 간 비교에서 명료도는 여학생이 통계적으로 유의미하게 높았고 속도에서는 남학생이 높았다. 시지각 능력에서 성별에 따른 집단 간 비교에서 비운동성 시지각과 시각-운동 통합 시지각에서 여학생이 통계적으로 유의미하게 높았다. 학년에 따른 비교에서는 1학년이 2학년 보다 통계적으로 유의미하게 글쓰기 능력과 비운동성 시지각이 모두 낮은 결과를 보였다. 상관관계를 분석한 결과 명료도는 전반적인 시지각 능력과 정적인 상관관계를 나타났다. 회귀분석에서는 글쓰기 명료도는 시각운동통합에서 가장 큰 영향을 받았고 수행시간과 속도에 영향을 주는 요인으로는 학년이었다. 하지만 안정감은 유의미한 관계가 나타나지 않았다. ◉ 결론 : 초등학교 저학년의 글쓰기 능력 훈련에서 시각운동통합능력을 향상시키는 것이 중요하다.

본 연구에서는 초등학생들의 식습관 및 기호도를 조사하고, 저학년과 고학년의 식습관 및 기호도의 차이점을 분석하였다. 1. 일반사항 조사 대상자는 남학생 435명, 여학생 435명이었고, 학년별 인원은 1학년이 120명, 2학년 150명, 3학년 151명, 4학년 150 명, 5학년 149명, 6학년 150명이 응답하였다. 식구 수는 4~5 명이 가장 많았고, 주거 형태는 아파트가 가장 많았다. 2. 식습관 조사 식사의 규칙성은 항상 그렇다가 가장 많았고, 주로 아침을 결식하는 경우가 가장 높게 나타났다. 고학년과 저학년의 차 이를 분석한 결과, 저학년은 점심을, 고학년은 저녁을 결식하 는 것으로 나타났다. 음식을 남기는 버릇에서는 항상 남긴다 가 가장 높았고, 음식을 먹을 때 가장 중점을 두는 것은 차려 진 대로, 맛있는 음식, 영양가 있는 음식, 위생적인 음식 순이 었다. 저학년의 경우는 영양가 있는 음식이라는 응답이 가장 높게 나타났으나, 고학년은 그냥 차려진대로 먹는다가 가장 높게 나타났다. 식사 종류에서는 여학생이 남학생보다 밥을 더 많이 먹는다고 답하였다. <음식을 골고루 먹는가>에서는 가끔 그렇다가 가장 많았고, 학년이 낮을수록 음식을 골고루 먹지 않는 것으로 나타났다. 식사 중 TV 시청이나 독서 여부 에서는 가끔 그렇다가 가장 많았고, 맵고 짠 음식 선호에서도 가끔 그렇다가 가장 높게 나타났으며, 저학년보다 고학년이 맵고 짠 음식을 더 선호하는 것으로 나타났다. 자신의 비만 정도에서는 고학년이 저학년보다 자신이 비만하다는 응답을 많이 하였다. 하루 운동 정도에서는 30분이 가장 많았고, 고 학년이 운동을 더 많이 하는 것으로 나타났다. 식사 준비자에 따른 식습관 태도 변화에서는 어머니가 식사를 준비하는 경 우 아침 식사가 규칙적이었으며, 음식을 적게 남겼다. 3. 기호도 조사 밥․면․국류에서 쌀밥, 자장면, 라면 등을 선호하였고, 콩 밥, 팥밥, 호박죽 등을 기피하였다. 국류는 떡국, 갈비탕을 가 장 선호하였고, 순두부찌개를 저학년이 더 싫어하였으며, 된 장국의 기호도가 비교적 높게 나왔다. 찜․조림․구이․볶음 류에서는 튀김이나 찜 조리방법을 선호하였다. 구이․전에서 는 연근전, 밀전병쌈, 녹두전을 기피하였다. 볶음․튀김류에 서는 돈가스를 가장 선호하였고, 연근튀김, 단호박튀김을 선 호하지 않았으며, 나물류에서는 취나물, 오이, 도라지무침 등 을 선호하지 않았다. 김치류에서는 배추김치를 가장 선호하 였으며, 저학년과 고학년의 유의적인 차이는 없었다. 본 연구는 대상 아동이 대전지역 초등학교 학생들로써 우 리나라 전체 초등학생에게 적용할 수 없다는 제한점이 있었 다. 그러나 저학년과 고학년, 남학생과 여학생의 다양한 식습 관과 기호도의 차이점을 알 수 있었다. 따라서 초등학생을 대 상으로 올바른 식생활지도와 올바른 식품의 선택을 위한 영 양교육을 하기 위해서는 이들의 특성을 고려하여 실시하는 것이 보다 효과적이라 사료된다.

An elementary school is an important public place for children and it is where they spend most of their days. Ten elementary schools of environmental pollutants were measured in the classroom, playground and school zones (June 19 ~ Nov 1, 2012). Dust measurements of some schools were more indoor air. Measurements of black carbon concentrations were higher overall school zones. Also, in the case of formaldehyde, benzene and some environmental standards were exceeded. In the case of outdoor pollutants not statistically significant, but in some cars and vans that were correlated with pollutants. Thus, strategies and actions are necessary that will protect the health of children in schools from environmental pollutants.

목적 : 초등 특수학급 아동과 특수학교 아동을 대상으로 장애아동의 적응행동을 검사하는 적응행동검사(Korea Adaptive Behavior Scale; K-ABS)와 학교에서의 기능적인 과제 수행 능력을 평가하는 학교기능평가(School Function Assessment; SFA)를 적용하여 장애유형별 특징을 알아보고 두 평가도구 간의 상관관계를 도출하고자 하였다. 연구방법 : 대상 장애유형은 지적장애, 뇌병변 장애, 발달장애였으며, 아동을 6개월 이상 지도한 선생님을 통하여 설문지 를 작성하도록 하였다. 연구에 사용된 설문지는 총 67부로 이를 가지고 통계분석 하였다. 결과 : 전체 장애아동에 대한 K-ABS와 SFA의 Pearson 상관관계는 .93으로 높은 상관관계를 보였다. 장애유형에 따른 K-ABS 총점과 SFA 총점 간에는 모두 통계적으로 유의한 상관관계를 가지고 있는 것으로 나타났다. 결론 : K-ABS와 SFA의 상관관계가 입증되었으며, 이후에는 보다 구체적인 장애분류를 통해 타당성을 높일 수 있는 후 속 연구가 필요할 것이다.

The purpose of this study was to compare the preferences for seafood in school lunch menus among elementary school students in Gyeonggi-do. A survey was carried out on 303 male/female elementary school students. As for the preferences for seafood in school lunch menus, ‘like (47.2%)’, ‘fair (30.7%)’, and ‘dislike (22.1%)’ were observed in that order (p<0.01). Concerning the appropriateness of seafood serving frequency, ‘1~2/week (44.9%)’, ‘3~4/week (33.7%)’, and ‘everyday (10.2%)’ were observed in that order. When the preference of favorite seafood was evaluated using a Likert scale (strongly like 5-points, strongly dislike 1-point), ‘crustacea (4.34)’, ‘mollusk (4.21)’, and ‘processed food (4.11)’ were observed in that order. In terms of cooking methods for seafood, 5th grade students showed higher frequency of ‘grilling’ and ‘frying’ seafood compared to others (p<0.05). As for the occurrence of seafood leftovers, 4th and 6th grade students showed higher frequency of ‘sometimes’ than 5th grade students (p<0.001). As for certain desires for seafood in school lunch menus, ‘improvement of taste (39.3%)’, ‘various kinds of seafood (20.1%)’, and ‘variable cooking methods (18.5%)’ were observed in that order. Therefore, in order to increase the intake of seafood, students should attempt to achieve proper intake though nutrition education.

This study aims to examine job satisfaction of elementary school gym teachers by measuring the levels and finding the major elements of their job satisfaction, and to provide reliable statistical and evaluative materials by which to maximize job satisfact

The purpose of this study was to examine the perception of teachers about the physical education departmental system in elementary schools under the umbrella of Daejeon Metropolitan Office of Education and problems with it, to suggest feasible reform meas

This study is for analysis in words and pictures of students who are educated about music appreciation with smart devices. 109 male and female students at G-elementary school in Gyeonggi-do has been tested. There are two classes. One is Game Class these students has played music game, and the other is Listening Class these students has just listened the music. The words and pictures of two class students after their own class are compared. The students of Game Class has expressed creatively. In case of the pictures about “Symphonie No. 9 ‘Z nového svĕta’ Op. 95”, most students of Listening Class draw only sharks because of the music used at CF of the shark model ice-cream, but most students of Game Class draw a lot of types: battles, musical instruments, landscapes, etc… As a result, creative expression is expected to the students who are educated with smart devices in regular school classes.

Recently, children's deaths are found to be mostly caused by various accidents in Korea. But it is in reality that the safety training are very roughly conducted, and even contemporarily appropriate training materials are not sufficiently furnished contrary to the increasing significance of the safety training to reduce the children's accidental risks. This study is to compare and analyze the safety training courses of domestic and overseas elementary schools and various safety training materials. This study is purposed ultimately to reduce the accidental risks of elementary school students by suggesting the future development direction. It is concluded in this study that more appropriate safety training courses and materials should be provided to train the students to habituate their safe behaviors with a view to protect the elementary school students against the accidents. In addition, the safety training should be conducted consistently by reflecting the students' characters, and the pertinent training materials should be developed for the students' spontaneous learning and for more practical preventive training.