Earticle

초록

영어

The purpose of this study is to: (1) apply the Reggio Emilia Approach to the Sungduk the Great's Bell (SGB) project and examine how children's graphic representation changes through the method of multiple symbolization; (2) to analyze how children's perceptional ability effects their graphic representation. To do so, the study studies the issue through the following perspective: a. By analyzing the relationship between the shared knowledge acquired through group discussion of the SGB and the resulting graphic representation by the children; b. By analyzing the relationship between the perceived knowledge acquired through the simulation and the resulting graphic representation; c. By analyzing the relationship between the constructed knowledge acquired by experiencing SGB and the resulting graphic representation; d. By analyzing the relationship between the constructed knowledge acquired through expansion and the resulting cross-modal representation. The six children who participated in 'SGB' project were randomly chosen out of thirty students from the five-year-old class of Saehwarang Kindergarten located in Gyeongju City, Korea. This project was flexibly conducted for twenty-four to thirty minutes a day, three days a week for four weeks starting from June 1, 2005. The methods of the multiple symbolization were: (a) discussion; (b) simulation; (c) experience and (d) expansion, which were sequently applied in the order named. Going through each process of symbolization, the children shared knowledge of the theme, constructed it deeply and widely, and showed their interest in how the graphic representation evolved out of that knowledge. Also, as the cycle of symbolization progressed through each stage, an analysis was conducted on the children's detailed perception of each theme and how this was realized in high-level graphic representation. From this analysis, the following conclusion was reached regarding the children's graphic representation: First, with respect to the relationship between their shared knowledge and graphic representation, in the process of discussing the theme of SGB, children in small groups discussed their shared knowledge mostly through graphic representation. However, differences were found among the children. Second, with respect to the relationship between perceived knowledge and graphic representation, the children represented in detail what they perceived through observation of the presented material. Therefore, simulation is a sound learning method for developing a detailed perception of a theme. However, based on the fact that certain children may also focus their graphic representation on one specific aspect of the theme, one can deduct that the children are conducting cognitive focused judgment. Third, with respect to the relationship between the knowledge accumulated through the SGB experience and graphic representation, the children graphically represented the knowledge acquired through direct observation of the bell at the pavilion. Thus, it proves direct experience is an active learning method for acquiring knowledge. Fourth, with respect to the relationship between the knowledge accumulated through expansion stage of SGB and cross-modal representation, an explanation of the bell sound and the history of the SGB was provided to the children. The children each produced a different visual representation of this non-visual experience. Thus, it provides proof of the children's creative thinking. Through the above four symbolization methods, the children produced graphic representations of the theme for the SGB project. Also, through the non-visual experiences such as the explanation of SGB's background, the children were able to produce creative representations of the experience. Thus, it may be concluded that the Reggio Emilia Approach is a highly effective method for the children's thematic learning. Further, during detailed learning process of SGB, the children expressed admiration for the cultural heritage left by their forefathers. They appeared to have gained an awareness of its cultural value and mystique.

목차

ABSTRACT
 Ⅰ. 서론
 Ⅱ. 이론적 배경
  1. 레지오 에밀리아 접근법의 교육적 의미
  2. 레지오 에밀리아 접근법의 특징과 상징화 주기
 Ⅲ. 연구의 목적
 Ⅳ. 연구방법
  1. 연구의 전개
  2. 자료 수집과 분석
 Ⅴ. 연구결과 및 해석
  1. ‘성덕대왕신종’ 경험과정에서 構築한 지식과 도식적 표상과의 관계 분석
  2. ‘성덕대왕신종’ 시뮬레이션 과정에서 구축한 지식과 도식적 표상과의관계 분석
  3. ‘성덕대왕신종’ 경험과정에서 구축한 지식과 도식적 표상과의 관계 분석
  4. ‘성덕대왕신종’ 확장단계에서 구축한 지식과 교차양식 표상과의 관계 분석
 Ⅵ.요약 및 결론
 참고문헌

저자

• 김영호 [ Kim, Young-ho | 새화랑･대성유치원 설립자, 전 양산대학 유아교육과 교수 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  경주연구

• 간기

  반년간

• pISSN

  1975-2482

• 수록기간

  1992~2016

• 십진분류

  KDC 912 DDC 951