This study is to learn various ways of life of own country as well as growing own emotion and value, and in the aspects that the globalization should be done after understanding and recognizing one's own things and values, in the flow of globalization which is being important in Korea these days. Th...
This study is to learn various ways of life of own country as well as growing own emotion and value, and in the aspects that the globalization should be done after understanding and recognizing one's own things and values, in the flow of globalization which is being important in Korea these days. Thus, it is important to attach Korean traditional fairy tale to early childhood education. And, children's emotion and recognition on Korean traditional fairy tales can be varied according to teachers' recognition and consideration for Korean traditional fairy tales. The purpose of this study is to research and analyze on teachers' recognition and teaching situation on Korean traditional fairy tales in organizations for children's education, and to grasp difference according to teachers' type of organization, age, career, and educational background, for correct recognition on educational value or educational value of Korean traditional fairy tales, and for preparing basic data to grope effective teaching method on Korean traditional fairy tales education. To accomplish this purpose, total 600 pieces of questionnaires were delivered to teachers of national and public kindergartens, private kindergartens, and children house, and return of the questionnaires were 69%(413 pieces), and 404 sincere answers among them were used for this study. Collected data were analyzed by frequency, percentage, and χ^(2) test, according to each question. The results can be summarized as follows on the basis of revealed data through the two results for the purpose of this study. First, as for the teachers' recognition for teaching on the Korean traditional fairy tales, they were much interested in the educational value and interesting on the Korean traditional fairy tales even though they seldom had opportunity to contact with them. And, they had high recognition on the value of traditional education for their concerns on Korean traditional fairy tales and educational values. And, as for effective teaching method on Korean traditional fairy tales, they suggested supply of Korean traditional fairy tales appropriate for the level of children's development as well as planing and operation Korean traditional fairy tales related with life issues. And, for educational development of Korean traditional fairy tales, they required to hold oral narration contests with Korean traditional fairy tales as well as reversion and education for teachers (open model class, symposium, seminar, etc.) appropriate with children's development level, and research and development on material and tools for teaching and learning method. Second, as for teaching situation on Korean traditional fairy tales in educational organizations for children, in teaching plan, it showed that they were using appropriately according to activity issues rather than with systematic yearly or monthly plans. And, they told Korean traditional fairy tales which related with living issues for two or three times a month rather than reflect children's interest and demand. And, for possessing volumes of Korean traditional fairy tales in their classrooms, it showed they had little volumes showing that most frequent reply was less than 5 books (47.8%). For reference materials, most of the teachers were using ‘Guidance for Teaching Activities on Traditional Culture’ published by Ministry of Education. It means high reliance of teachers on the guidance materials published by Ministry of Education, meanwhile it shows teachers' idle attitude as well in using various data. So, teachers' active attitude is required. Third, teachers' recognition and teaching situation on Korean traditional fairy tales education, it showed significant difference in teachers' background variables as follows; 1) Teachers' recognition on Korean traditional fairy tales (1) Teachers' interest on Korean traditional fairy tales showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) (2) Teachers' mind for educational value of Korean traditional fairy tales showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) (3) Teachers' mind for field adaption of Korean traditional fairy tales showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) (4) Teachers' mind for operating method of Korean traditional fairy tales showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) 2) Teaching situation of children's educational organizations on Korean traditional fairy tales (1) As for the situation of teaching plan on Korean traditional fairy tales, it showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) (2) As for the situation of teaching-learning method on Korean traditional fairy tales, it showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) (3) As for the situation of educational assessment on Korean traditional fairy tales, it showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) (4) As for the situation of educational environment on Korean traditional fairy tales it showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) Through the results gotten in this research, I tried to find ways to teach children for the purpose of pride and self-respect for our traditional culture as well as to activate more positively by educational organizations of children. Thus, I'd like to suggest several things as follows; First, teachers tend to tell Korean traditional fairy tales as it is without basic concept or mind for our culture. Thus, above all, it is required for teachers to have right understanding on our culture to transfer our mind correctly to the children. Second, it requires concrete model for teaching and learning method on Korean traditional fairy tales for quality and effective education on Korean traditional fairy tales in educational organizations for children. Third, it is not enough to develop and research on teaching materials and tools as well as systematic teaching and learning method for education on Korean traditional fairy tales. Thus, it requires positive concerns and sufficient financial supply from government and related authorities including development and supply of teaching materials, tools, and VTR data, regarding the development of children. Fourth, they had positive recognition with most frequent reply of the teachers in the educational organization of children as “Have much.” But, we need to expand teachers' opportunity for training and development of teachers' program for Korean traditional fairy tales for the teachers in the educational organizations of children, since their lack concerns were revealed that it was caused by that they had seldom opportunity to have systemic contacting or learning on Korean traditional fairy tales. Finally, we should recognize that establishing our identity, in this globalized age, is prior, and we should keep in mind that we should transfer the educational value of Korean traditional fairy tales to our children naturally through literature.
This study is to learn various ways of life of own country as well as growing own emotion and value, and in the aspects that the globalization should be done after understanding and recognizing one's own things and values, in the flow of globalization which is being important in Korea these days. Thus, it is important to attach Korean traditional fairy tale to early childhood education. And, children's emotion and recognition on Korean traditional fairy tales can be varied according to teachers' recognition and consideration for Korean traditional fairy tales. The purpose of this study is to research and analyze on teachers' recognition and teaching situation on Korean traditional fairy tales in organizations for children's education, and to grasp difference according to teachers' type of organization, age, career, and educational background, for correct recognition on educational value or educational value of Korean traditional fairy tales, and for preparing basic data to grope effective teaching method on Korean traditional fairy tales education. To accomplish this purpose, total 600 pieces of questionnaires were delivered to teachers of national and public kindergartens, private kindergartens, and children house, and return of the questionnaires were 69%(413 pieces), and 404 sincere answers among them were used for this study. Collected data were analyzed by frequency, percentage, and χ^(2) test, according to each question. The results can be summarized as follows on the basis of revealed data through the two results for the purpose of this study. First, as for the teachers' recognition for teaching on the Korean traditional fairy tales, they were much interested in the educational value and interesting on the Korean traditional fairy tales even though they seldom had opportunity to contact with them. And, they had high recognition on the value of traditional education for their concerns on Korean traditional fairy tales and educational values. And, as for effective teaching method on Korean traditional fairy tales, they suggested supply of Korean traditional fairy tales appropriate for the level of children's development as well as planing and operation Korean traditional fairy tales related with life issues. And, for educational development of Korean traditional fairy tales, they required to hold oral narration contests with Korean traditional fairy tales as well as reversion and education for teachers (open model class, symposium, seminar, etc.) appropriate with children's development level, and research and development on material and tools for teaching and learning method. Second, as for teaching situation on Korean traditional fairy tales in educational organizations for children, in teaching plan, it showed that they were using appropriately according to activity issues rather than with systematic yearly or monthly plans. And, they told Korean traditional fairy tales which related with living issues for two or three times a month rather than reflect children's interest and demand. And, for possessing volumes of Korean traditional fairy tales in their classrooms, it showed they had little volumes showing that most frequent reply was less than 5 books (47.8%). For reference materials, most of the teachers were using ‘Guidance for Teaching Activities on Traditional Culture’ published by Ministry of Education. It means high reliance of teachers on the guidance materials published by Ministry of Education, meanwhile it shows teachers' idle attitude as well in using various data. So, teachers' active attitude is required. Third, teachers' recognition and teaching situation on Korean traditional fairy tales education, it showed significant difference in teachers' background variables as follows; 1) Teachers' recognition on Korean traditional fairy tales (1) Teachers' interest on Korean traditional fairy tales showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) (2) Teachers' mind for educational value of Korean traditional fairy tales showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) (3) Teachers' mind for field adaption of Korean traditional fairy tales showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) (4) Teachers' mind for operating method of Korean traditional fairy tales showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) 2) Teaching situation of children's educational organizations on Korean traditional fairy tales (1) As for the situation of teaching plan on Korean traditional fairy tales, it showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) (2) As for the situation of teaching-learning method on Korean traditional fairy tales, it showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) (3) As for the situation of educational assessment on Korean traditional fairy tales, it showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) (4) As for the situation of educational environment on Korean traditional fairy tales it showed significant difference according to their organization type, teachers' age, educational career, and final diploma. (p < .05, p < .01) Through the results gotten in this research, I tried to find ways to teach children for the purpose of pride and self-respect for our traditional culture as well as to activate more positively by educational organizations of children. Thus, I'd like to suggest several things as follows; First, teachers tend to tell Korean traditional fairy tales as it is without basic concept or mind for our culture. Thus, above all, it is required for teachers to have right understanding on our culture to transfer our mind correctly to the children. Second, it requires concrete model for teaching and learning method on Korean traditional fairy tales for quality and effective education on Korean traditional fairy tales in educational organizations for children. Third, it is not enough to develop and research on teaching materials and tools as well as systematic teaching and learning method for education on Korean traditional fairy tales. Thus, it requires positive concerns and sufficient financial supply from government and related authorities including development and supply of teaching materials, tools, and VTR data, regarding the development of children. Fourth, they had positive recognition with most frequent reply of the teachers in the educational organization of children as “Have much.” But, we need to expand teachers' opportunity for training and development of teachers' program for Korean traditional fairy tales for the teachers in the educational organizations of children, since their lack concerns were revealed that it was caused by that they had seldom opportunity to have systemic contacting or learning on Korean traditional fairy tales. Finally, we should recognize that establishing our identity, in this globalized age, is prior, and we should keep in mind that we should transfer the educational value of Korean traditional fairy tales to our children naturally through literature.
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