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- W3090310439 abstract "이 연구는 국·공립 교육기관에 근무하는 유아특수교사 9명을 대상으로「2019 개정 누리과정」에 대한 인식을 유아·놀이 중심 교육과정을 중심으로 알아보았다. 자료 수집은 반구조화된 면담지를 사용하여 심층 면담하였으며 전사된 자료는 질적 분석 방법인 연속적 비교법에 따라 분석하였다. 연구결과 첫째, 유아특수교사는 일반적인 놀이의 의미와 특성 및 특수교육대상유아의 놀이의 특징에 대하여 인식하고 있었다. 둘째, 유아·놀이 중심 교육과정 실천을 위해 놀이 이해하기, 놀이 지원하기, 놀이를 통한 배움을 실현하기, 특별한 교육적 요구를 위한 특별한 접근하기 등 유아특수교사의 역할을 인식하였다. 셋째, 유아특수교사는 유아·놀이 중심 교육과정의 편성·운영을 위하여 교육계획이 변화되고, 교수·학습 및 평가에서 개별화교육계획과의 연계가 필요하다고 인식하였다. 넷째, 유아·놀이 중심 교육과정은 특수교육대상유아에게 긍정적이지만, 장애 특성으로 인하여 실행의 혼란과 놀이지원의 어려움이 있다고 인식하였다. 다섯째, 유아특수교사는 양질의 유아·놀이 중심 교육과정을 위하여 교사와 교육 공동체의 인식 변화가 필요하며, 역량 강화를 위한 다양한 방법을 요구하였다. 이 연구는「2019 개정 누리과정」에 대한 유아특수교사의 인식을 유아·놀이 중심 교육과정을 중심으로 연구하여 유아특수교육현장에서의「2019 개정 누리과정」의 실행 방향을 제시하였다는 데 의의가 있다.This study examined the perception of nine early childhood special education teachers in national and public educational institutions, regarding the「2019 revised Nuri curriculum」, focusing on Child and Play-oriented curriculum. For data collection, individual in-depth interview was conducted using semi-structured approach, and the transcribed data were analyzed by a qualitative analysis method, a continuous comparison method. As a result, first, the early childhood special education teachers were aware of the play characteristics of children with disabilities as well as the meaning and characteristics of general play. Second, participants recognized the understanding of play, support for play, learning through play, and a special approach to meet special needs as the role of early childhood special education teachers. Third, participants thought that the education plan should be changed to organize and operate the curriculum, and that teaching-learning-evaluation should be conducted in connection with the individualized education plan. Fourth, participants recognized that the curriculum was positive for children with disabilities, but the implementation was confusing and difficult to apply due to the disability characteristics. Fifth, participants thought that it is necessary to change the perception of teachers and the educational community for a quality curriculum, and requested various methods for strengthening competency. It is significant that this study suggested a direction for the implementation of the「2019 revised Nuri curriculum」by examining the perception of early childhood special education teachers for the「2019 revised Nuri curriculum」." @default.
- W3090310439 created "2020-10-08" @default.
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- W3090310439 date "2020-09-30" @default.
- W3090310439 modified "2023-10-18" @default.
- W3090310439 title "A Study on the Perception of Early Childhood Special Education Teachers in National and Public Educational Institutions Regarding 2019 revised Nuri Curriculum : Focusing on Child and Play-Oriented Curriculum" @default.
- W3090310439 doi "https://doi.org/10.21214/kecse.2020.20.3.83" @default.
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