2007 개정교육과정 5ㆍ6학년 교과서에 나타난 장애 관련 내용 분석

다국어 초록 (Multilingual Abstract)

The purpose of this thesis is to give help to the study on the upcoming curriculum by analyzing the contents related to the disabled shown in the textbooks for fifth grade and sixth grade students in the 2007’s revised curriculum. The subject of this study is restricted to the ethics, Korean, society, mathematics, and science textbooks which are designated by the government (among the textbooks for fifth grade and sixth grade students at 2007's revised curriculum). To analyze the including contents related to the disabled in the above-mentioned textbooks, the vital components are first comprehended by extracting those in the unit of the learning activities, and then these extracted vital components are focused by the analysis tools which contain "the described method", "the disability area", "the viewpoint", and "the educational method".
By these analyses, we can draw following conclusions.
Firstly, the contents related to the disabled are described in the 14 textbooks among the total observed 36 textbooks, and the textbooks for sixth grade students are dealt with the physical/mental disability twice more than those for fifth grade students. In the point of subject, the contents related to the disabled are intensively appeared in the ethics, Korean, and society textbooks.
Secondly, the method using the illustrations is generally used in the textbooks to help the understanding about the disabled, and the physical disability is mostly dealt. The viewpoint about the disabled is focused on "cognition and action" rather than "respect and so on". The educational method is mainly composed of the understanding to the disabled.
Therefore, the upcoming textbooks are needed to progressively develop and apply more contents related to the physical/mental disability in various methods, images, and areas than the previous textbooks to turn itself into the Mecca of elementary and valuable tools for disability awareness education in Postmodernism.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 의의 1
• 2. 연구의 목적 4
• 3. 용어의 정의 4
• 4. 연구의 제한점 5
• Ⅱ. 이론적 배경 6
• 1. 포스트모더니즘과 장애 6
• 2. 장애이해교육 9
• 3. 장애이해교육과 교과서 17
• 4. 선행 연구 고찰 19
• Ⅲ. 연구 방법 21
• 1. 연구 대상 21
• 2. 분석 방법 및 절차 21
• Ⅳ. 연구 결과 및 논의 24
• 1. 장애 관련 내용 요소 분석 24
• 2. 장애 관련 내용의 기술적 특성 31
• 3. 장애 관련 내용의 장애 영역 32
• 4. 장애 관련 내용의 접근 방식 33
• 5. 장애 관련 내용의 교육 방법 35
• Ⅴ. 결론 및 제언 37
• 1. 결론 37
• 2. 제언 39
• 참고문헌 40
• 영문초록 44