초등학교 아동의 꽃과 채소 가꾸기 생활화에 관한 연구

• 영문명: A Study on Making it Living for Growing Flowers and Vegetables in Elementary-school Children
• 발행기관: 한국실과교육학회
• 저자명: 정훈(Cheung Hun) 정모근(Jeong Mo Geun)
• 간행물 정보: 『한국실과교육학회지』제19권 제2호, 265~289쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2006.06.30

영문 초록

Aiming to seek for a plan for the living practice in the cultivation activities through children’s learning of growing flowers and vegetables in a practical course for elementary school, this study researched a strategy for making it living in light of the teaching-learning operation, and the realities of environment in school teaching, targeting 97 teachers in charge of elementary practical course, who are working in Busan metropolitan city, surveyed the questionnaire related to the cultivation function and to family environment depending on the learning experience and the consciousness level in growing flowers and vegetables, and on living practice, targeting 477 children in the 5th grade of elementary school, and through its results, presented a plan for making it living for growing flowers and vegetables. 1. The structure of a unit for growing flowers and vegetables, comprises 2 hours for knowledgeable element and 8 hours for functional element, and the functional element is allowed to be done optional activity, and it needs to be devised and applied a program for making it living. 2. The environment in the field of elementary school was indicated to be short of practical places with 90.7%, agricultural implements with 91.2%, and learning-guidance materials with 80.3%. The teaching-learning operation was indicated to be 43.3% in the observation learning and the practice. Children’s. cultivation activities were indicated to be given 52.6% for watering flowerpots in a classroom and 77.0% for children’s opportunity of self-evaluation after practice. 3. The motivation, which came to be tried to raise flowers or vegetables, was indicated to be 30.8% for a teacher’s recommendation, and the reason for not having tried to grow was shown to be 44.8% for lack of time. A place where likes to be raised most was indicated to be a school with 33.8%, and the period was shown to be one month with 53.0%, and a person who recommended to grow, was represented to be high in a teacher with 38.6%. The answer, which the learnt contents at school is helpful, was indicated to be 90.5%, and the students who feel interested or think it to be pleasant while trying to grow were shown to be 58.5%, and students who feel mysterious were shown to be 31.9%. 4. In terms of children’s cultivation skill, it was responded 44.4% in children who use 3~4 kinds of farm machines and tools, and 56.3% in children who can skillfully use 7 kinds of farm machines and tools that appear in the teaching material. It was indicated to be 72.3% in children who like to try to grow 3~4 kinds of flowers at home and 70.2% in children who like to try to grow 3~4 kinds of vegetables. As for the cultivation activities, it was indicated to be 64.4% in watering and decorating. 5. As for a person who likes to grow flowers or vegetables among family members, it was indicated to be 38.2% for a mother, and 10.1% for a father. A place where is liked to grow was represented to be a weekend farm or a farm with 43.4%, and the farm machines and tools that are used at home were shown to be 1~2 kinds with 45.9%, and the containers for cultivation, were represented to be high in flowerpots with 75.2%. The response to be worthwhile in the face of feeling hard when raising, was surveyed to be 52.0%. 6. By being formed the climate that considers children in the construction of family environment, it needs to be offered enough time and space, and to be given community facilities and diverse programs, aiming to grow. Based on the above results, it is presented the following plans for making it living. First, school environment needs to be sufficiently secured the practical places and the farm machines and tools, and is required a storehouse and an exclusive-responsibility room. Second, it needs to be supplemented and reconstituted the educational contents in order to be able to be steadily managed one generation that receives and stores seed after the product was created, by s

목차

Abstract

Ⅰ. 서론

Ⅱ.이론적 배경

Ⅲ. 연구 내용 및 방법

Ⅳ. 결과 분석 및 고찰

Ⅴ. 결론 및 제언

참고문헌

키워드

꽃과 채소 환경 재배 Flower and vegetable Environment Cultivation