지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2012.8
- 수록면
- 574 - 590 (17page)
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초록· 키워드
오류제보하기
The purpose of this study is to analyze the ‘Pleasant Life’ textbook in the elementary school focused on the perspective of ethnocentrism and cultural relativism. The first- and second-grade textbook ‘Pleasant Life’ of the revised 2007 national curriculum was made to serve build up sound body and mind through activities and play together with different products and life culture which is associated with multicultural education. But in the global world that is changing to the multicultural area, the textbook ‘Pleasant Life’ has a tendency to not to be satisfied this current needs.
The analysis criterion is made up six elements: understanding culture, self-identify, human equality, conquest of prejudice and collaboration.
The results of analysis on contents related to the multicultural education in the elementary ‘Pleasant Life’ textbook for the 1st and 2nd grade are follows.
The first, in the plenty of images and pictures, there are not diverse races in the textbook. Yellow race naturally command an overwhelming majority in the textbook images and pictures. Second, the ‘Pleasant Life’ has a few multicultural contents and if teacher would not have will for teaching multicultural contents, he can’t teach multicultural education. Third, ‘Pleasant Life’ textbook has overmuch ethnocentrism contents which is expressed traditional play and folk songs. These contents lead to exclusiveness for other culture to students.
In conclusion, it is needed to grow concerns for multicultural education and the national curriculum should offer precise guidelines on the direction and standards of multicultural education.
The analysis criterion is made up six elements: understanding culture, self-identify, human equality, conquest of prejudice and collaboration.
The results of analysis on contents related to the multicultural education in the elementary ‘Pleasant Life’ textbook for the 1st and 2nd grade are follows.
The first, in the plenty of images and pictures, there are not diverse races in the textbook. Yellow race naturally command an overwhelming majority in the textbook images and pictures. Second, the ‘Pleasant Life’ has a few multicultural contents and if teacher would not have will for teaching multicultural contents, he can’t teach multicultural education. Third, ‘Pleasant Life’ textbook has overmuch ethnocentrism contents which is expressed traditional play and folk songs. These contents lead to exclusiveness for other culture to students.
In conclusion, it is needed to grow concerns for multicultural education and the national curriculum should offer precise guidelines on the direction and standards of multicultural education.
목차
Abstract
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 내용 분석의 실제
Ⅴ. 요약 및 결론
참고문헌
참고문헌 (25)
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2. [단행본] - 교육과학기술부 / 2008 / 초등학교 교육과정 해설(Ⅱ) 우리들은 1학년, 바른생활, 슬기로운 생활, 즐거운 생활, 특별 활동 / 대한교과서 주식회사 : 127 ~
3. [단행본] - 교육과학기술부 / 2009 / 초등학교 교과서 즐거운 생활 1-1 / 두산동아(주)
4. [단행본] - 교육과학기술부 / 2009 / 초등학교 교과서 즐거운 생활 1-2 / 두산동아(주)
5. [단행본] - 교육과학기술부 / 2009 / 초등학교 교과서 즐거운 생활 2-1 / 두산동아(주)
2. [단행본] - 교육과학기술부 / 2008 / 초등학교 교육과정 해설(Ⅱ) 우리들은 1학년, 바른생활, 슬기로운 생활, 즐거운 생활, 특별 활동 / 대한교과서 주식회사 : 127 ~
3. [단행본] - 교육과학기술부 / 2009 / 초등학교 교과서 즐거운 생활 1-1 / 두산동아(주)
4. [단행본] - 교육과학기술부 / 2009 / 초등학교 교과서 즐거운 생활 1-2 / 두산동아(주)
5. [단행본] - 교육과학기술부 / 2009 / 초등학교 교과서 즐거운 생활 2-1 / 두산동아(주)
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UCI(KEPA) : I410-ECN-0101-2013-529-003321914