국민학교 산수교과서 분석 : 국민학교 1, 2, 3학년을 중심으로 = An Analysis of the Elementary School Arithmetic Textbooks Grades One to Three
저자
李淑禮 (사범대학 교육학과)
발행기관
학술지명
권호사항
발행연도
1977
작성언어
Korean
KDC
051
자료형태
학술저널
수록면
231-272(42쪽)
제공처
소장기관
There are many factors affecting the education of young children. The most influential factors may be community life, family group relationships, peer groups, school environment, instructional materials, teachers, books, etc. Spiritual and material things also directly or indirectly affect the education of children.
The purpose of this study was to stimulate the people who are responsible for improving the arithmetic textbooks for elementary schools in Korean. This study reports on the outcome of two research procedures: 1) textbook analysis and examination based on a theoretical point of view, and 2) questionnaire data collected from elementary school teachers regarding their opinion of textbook content and the teachers' guidebook.
The definite goals for the study were as follows:
(1) Analysis of the organizational form of the textbook contents and the way of presenting the textbook contents.
(2) Analysis of the teacher's opinions about the textbook contents and also about the teacher guidebook.
Due to limitations of time, analysis of the arithmetic textbooks of grades one to three was impossible on a page by page basis, so it was decided to use large categories of topics coordinated with the textbook topics, such as, number and numeration, set concept, addition and subtraction, multiplication and division, geometry, measurement and fractions, etc.
Each category is presented with a few suggestions at each grade level. However, the main emphasis is the initial stage of teaching material of each area. In the initial teaching period, the main mathematical concept should be built up for further studying the textbook contents. Especially for the lower grades, the concept building lessons are essential for the comprehension of the abstract ideas of mathematical process. For this reason, the textbook organization should be planned to provide the basic concept building materials in the initial teaching of each topic on all grade levels. Knowing one concept contributes to the learning of the next. Knowing one skill is a prerequisite for a more advanced skill.
The questionnaire data consists of the random sample of 755 elementary school lower grade teachers in Seoul City, and 78 Kyunggi Province school teachers. A total of 833 teachers cooperated with this study. T he data showed that in general the opinion of the teachers about the textbooks and teacher guidebook contents fall in an inbetween position, neither agreeing nor disagreeing with the items on the questionnaire.
The random is not fully representative of all the teachers, in Korean elementary schools but the percentage of frequencies of each item may have some meaning.
Although the collected data are limited, there is some contribution to make for the people who are working in the textbook field.
The summary and suggestions are as follows
(1) Even though there are some neglected areas in the textbook contents, in general, the organization systematically fits in the principles of modern mathematics program.
(2) The content of learning materials should make provision for individual differences. Also, it should present a variety of approaches to stimulate the children to explore in his or her own level of learning.
(3) Because the concrete learning material is lacking at present, the beginning lesson of each topic should be revised to include some learning activity material for all children, and make a definite plan for the initial stage of teaching.
(4) The inductive approach throughout the grades has been neglected. The learning theory of modern elementary mathematics is based upon the inductive method for each stage of developing concepts, and should be included in the material.
(5) The textbooks should provide a wide and rich variety of problems for children to explore and solve. The problem solving approach is one of the best ways to stimulate curiosity and motivation to develop mathematical concepts.
(6) The textbooks have neglected to provide materials for children's thinking and reasoning.
(7) The arrangement of each topic in the textbook should be based upon effective learning theories.
(8) The textbooks also neglected verbal or oral arithmetic learning materials for children. Before presenting the number sentence, children should be stimulated to verbalize the number concept which becomes alive with his language.
(9) A plentiful supply of teacher guidebooks would insure that each teacher all over Korea would have a copy for his own use in planning lessons.
(10) The teachers edition should consist of the teacher guidebook and the textbook, all in the volume, so that the teachers can make 100% use of it. Such an edition should be in the hands of each teacher.
The textbook itself should contain the essential developmental work utilizing language that is simple and meaningful so that children can study independently or review any given lesson for themselves.
This study is limited to the lower grades of one to three in elementary school, but the outcome may be useful to the teachers and children as well as the experts who are dealing with textbooks on the upper elementary school grades.
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