구성주의 학습환경에 기초한 초등 실과 교육과정 재구성 전략의 질적 사례연구

The purposes of this study were to search for a way to Integrated curriculum based on the learning environment of constructivism and to examine whether it works or not in real classroom situations. This study was aimed at applying a method made from the strategy of integrated curriculum to real situations and exploring the possibilities and was carried out by the qualitative case study in experimental lessons. The object of this study was a class at the 6th grade in S elementary school. The qualitative data were collected and analyzed through participation and observation, descriptive analysis, intensive interview, questionnaire, memoranda written down during activities between the learners and the teacher, observe-and-write papers, records about a variety of activities, assessment materials, pieces of work, records on video tapes, and sound records, etc. The results of the study were as follows: 1) At first, the learners were not fully aware of the subjects to perform and so enjoyed only the activities. But later their abilities to perform the subjects were improved on the whole from planning to expressing through the learning courses based on the subject-performing-centered lesson strategy. 2) The changes of the learners` emotional factors such as interest, sense of value were found in a variety of data, for example, subject-performing paper, observation of learning activities, questionnaires, and interviews. It was discovered that the learners exposed to the teaching strategy centered on the real life were alert to the situations around them and that they had the will and attitude to study self-directly. 3) It took the teacher a great deal of time and labor to analyze and make the curriculum strategy while planning and teaching the lessons made from the strategy of integrated curriculum based on the learning environment of constructivism. The roles of the teacher were mostly to guide the learning, collect materials, help learning activities, lead the learners to make decision rationally and advise them. In addition, it appeared very important for the teacher to reflect for the purpose of coping with the needs and tendencies of the learners.