[논문]지속가능발전교육(ESD) 지향 생태미술활동에 관한 유아교사의 인식연구

정영란; 김희정

doi:10.17703/jcct.2023.9.4.291

지속가능발전교육(ESD) 지향 생태미술활동에 관한 유아교사의 인식연구
A Study on Early Childhood Teachers' Perceptions of ESD-Oriented Ecological Art Activities 원문보기

Journal of the convergence on culture technology : JCCT = 문화기술의 융합, v.9 no.4, 2023년, pp.291 - 301

정영란 (광신대학교 대학원 유아교육학과) , 김희정 (광신대학교 유아교육과)

초록
AI-Helper

본 연구는 지속가능발전교육 지향 생태미술활동에 관한 유아교사 인식에 대하여 알아보고자 하였다. 연구결과는 다음과 같다. 첫째, 유아교사는 생태미술활동의 교육적 의의에 대해 자연매체의 시각예술, 공동체적 가치추구, 사회구성원의 참여와 소통의 순으로, 실천하는데 장애요인으로는 교육환경의 어려움, 생태미술 수업자료 및 구체적 예시부족, 교사의 생태미술에 대한 이해부족의 순으로, 생태미술활동을 통해 함양할 수 있는 누리과정 예술경험영역의 핵심역량으로 자연친화적 소통능력, 생태친화적 감수성, 창의융합능력의 순으로 나타났으며, 생태미술활동을 실시하는데 예술경험영역의 자료가 충분하지 않다고 보는 것으로 밝혀졌다. 둘째, 생태미술활동과 지속가능발전교육에 대해 거의 모든 교사가 둘 간에 연관성이 있으며, 실천에 있어서 어려운 점으로 지속가능발전에 관한 인식부족, 교재교구 및 자료의 부족, 교육정책과 지원의 부족, 연수프로그램의 미흡 등의 순으로, 이러한 교육실행을 위한 지원은 교재교구 및 자료의 확충, 교육정책과 지원 확대, 지속가능발전교육에 대한 인식 확대, 연수프로그램 확대 등의 순으로 필요하다고 하였다. 또한, 생태미술활동에서 실천할 수 있는 지속가능발전교육 내용에서 교사들은 '기후변화 대응', '깨끗한 에너지', '물과 위생', '양질의 교육', '건강과 웰빙'과 '해양생태계'의 순으로 높게 인식하고 있으며, 생태미술활동 프로그램이 개발된다면 활용할 것으로 응답한 비율이 높아, ESD 지향 생태미술활동 프로그램 개발이 시급할 것으로 사료된다.

Abstract ▼ AI-Helper

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.

주제어

표/그림 (11)

표 표 1. 연구대상의 일반적 특성 Table 1. Demographic characteristic of subject
그림 그림 1. 연구절차 Figure 1. Research Procedure
표 표 2. 생태미술활동의 교육적 의의Table 2. Educational significance of ecological art activities
표 표 3. 생태미술활동의 장애요인 Table 3. Factors of difficulty in ecological art activities
표 표 4. 생태미술활동을통해유아가 함양할누리과정예술경험의 핵심역량 Table 4. Core competencies in art experience area to be cultivated through ecological art activities
표 표 5. 생태미술활동을 위한 예술경험영역 자료의 양 Table 5. Materials for art experience area for ecological art activities
표 표 6. 생태미술활동과 지속가능발전교육 긴의 연관성 Table 6. Relation between ecological art activities and education for sustainable development
표 표 7. 지속가능발전교육 지향 생태미술활동 실천의 어려움 Table 7. Difficulties in practicing ecological art activities aimed at education for sustainable development
표 표 8. 지속가능발전교육 지향 생태미술활동 실행을 위한 지원 Table 8. Support for the implementation of ecological art activities aimed at education for sustainable development
표 표 9. 생태미술활동에서실천할수있는지속가능발전교육내용 Table 9.. Sustainable development education content that can be practiced in ecological art activities
표 표 10. 개발된 지속가능발전교육 지향 생태미술활동 활용여부 Table 10. Utilization of developed sustainable development education-oriented ecological art activities

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