敎育大學社會科敎育 深化課程開發에 關한 硏究 = A Study on Developing an advanced curriculnm of Social Studies in Teacher's College

다국어 초록 (Multilingual Abstract)

This study intends to devenced an advelop an curriculum which is relevant to preservice education for primary school teachers. As is well known, teachers' colleges in Korea offer advanced curricula for their students. To our disappointment however, those curricula fail to be of a great help to their proper goals due to misunderstanding and misinterptation.
In this context, this study aims at developing a new advanced curriculum of social studies and devising more effective methods to implement that curriculum.
The education of social studies in the advanced curriculum is roughly divided into two parts; contents and teaching methods. And it can be classified into more than 18 subjects in details. We can find too much difficulty in covering so many subject matters within the 22 credits allocated to the curriculum to enhance the speciality of social studies.
It might be possible that the curriculum should be taken within the limited credits after the total number of 22 credits is divided by the number of all subject matters in primary schools or that of basic subject matters. But that kind of division seems to be of no significance. Therefore, those 22 credits are duly considered to allocate to one subject matter in order to enhance the speciality, particulary in the advanced curriculum. The curriculum of socil studies is constructed under such considerations. That is to say, the subject matters conceivable into the curriculum are enumerated first and then the syllabus of those subjects are presented.
This advanced curriculum of social studies should be offered in the pedagogical view of the subject matter and prior to offering the course it is necessary to equip the students with the fundamental theories of pedagogy through providing them with the basic ideas of the subject education, and the introductory education of social studies.
This course can strat with sophomores and with a view to enlarging the qualifications of efficient classroom teachers of social studies more time should be preferably allotted to utility of native or foreign literature, demonstrations, simulations and seminars rather than to lectures.
Finally, following suggestions are made so that this curriculum should be settled down in teachers' colleges.
1) Research and deliberation for a better curriculum of social studies should be continued.
2) Infrastructure for demonstrations, simulations and seminars to nurture the qualifications of efficient classroom teachers of social studies should be ensured. In addition to that, the support from the universities and colleges is demanded for the educational research by professors.
3) The affiliated experimental schools should be open as "an arena of empirical research" so that the education of social studies should be developed as the realm of practical science.
4) In order for the education of social studies to develop into a substantial pedagogy of subject matter, it is recommandable to establish more intermural research institutions, special committees and academic societies for subject education so that further research into the education of social studies can be secured in the organic relationships with other fields of subject education.
5) Professors of the education of social studies should participate in more joint-research activities with those of other social sciences. And the research outcome from other fields of social sciences should be accepted into the realm of the education of social studies to enrich its contents.

목차 (Table of Contents)

• Ⅰ. 序 論
• Ⅱ. 本 論
• 1. 專門性을 높이기 爲한 敎師養成敎育의 探究
• 2. 敎育大學의 敎育目的과 專攻課程
• 3. 敎育大學에서 履修시키는 敎科敎育學
• 4. 敎育大學에서의 社會科敎育學
• 5. 深化課程에서의 社會科敎育學科目 構想
• 6. 敎育大學 社會科敎育深化課程의 運營
• 7. 深化課程과 連繫된 社會科學敎育學의 受業
• Ⅲ. 結 論
• Ⅳ. 提 言
• Ⅴ. 參考文獻
• Ⅵ. 要 約