본 연구는 초등학교의 표현활동교육 활성화를 위해 초등학교 교사들이 경험했던 난점을 살펴보고, 표현활동을 가르치기 위한 개선점을 모색하는 것을 목적으로 하였다. 이를 통해 향후 초등학교 현장에 적합한 교육용콘텐츠 및 교육프로그램의 개발을 위한 기초자료로 활용하고자 하였다. 초등학교 표현활동에 관한 선행연구 분석과 초등교사 4명을 대상으로 한 심층면담 결과, 첫째, 초등학교 표현활동 지도의 난점으로 턱없이 부족한 시수와 수업 빈도, 표현활동을 위한 교육장소 미비, 교사 전문성, 교육프로그램, 교보재의 절대적인 부족, 결과물 보여주기식의 학예회 발표 및 대회 참가의 문제가 지적되었다. 둘째, 초등학교 표현활동 활성화를 위한 개선 방안으로 국가교육과정 및 학교교육과정에서의 시수 확보, 지역 및 학교협력을 통한 교육환경 마련, 교육대학교 연구소의 교육프로그램 개발 및 보급, 초등교사의 표현활동 지도 전문성 개발이 요청되었다.
The purpose of this study was to examine the difficulties and improvements of teaching elementary school expressive activity. This study investigated difficulties in teaching and explored for possible improvements for effective teaching of expressive activity. Also this study employed qualitative research methods and data collection included document analysis and in-depth interviews. Four elementary teachers were selected as participants. The results of this study were as follows. First, the difficulties of teaching elementary school expression activity were lack of teaching time and educational space, sufficient teacher’s professionalism, programs, and teaching methods, and result focused school arts festival. Second, improvements of teaching elementary school expression activity were securement of teaching time in national and school curriculum, arrangement using community facilities, and development of program and teacher’s professionalism.
The purpose of this study was to examine the difficulties and improvements of teaching elementary school expressive activity. This study investigated difficulties in teaching and explored for possible improvements for effective teaching of expressive activity. Also this study employed qualitative research methods and data collection included document analysis and in-depth interviews. Four elementary teachers were selected as participants. The results of this study were as follows. First, the difficulties of teaching elementary school expression activity were lack of teaching time and educational space, sufficient teacher’s professionalism, programs, and teaching methods, and result focused school arts festival. Second, improvements of teaching elementary school expression activity were securement of teaching time in national and school curriculum, arrangement using community facilities, and development of program and teacher’s professionalism.
