즐거운 생활’수업은 얼마나 즐거운가?-‘즐거운 생활’에 대한 초등교사와 학생의 인식 -


How Pleasant is the 'Pleasant Life' Class? - A Case Study on the Perceptions of a teacher and Students on "Pleasant Life" -

천지애, 전세명

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The purpose of this study was to examine the perception of an elementary school teacher and students on the practice of Pleasant Life class as an integrated curriculum. A case study approach was adopted and a teacher who have expertise in the integrated Pleasant Life class was selected through purposeful sampling (Patton, 2003). Using non-participant observation technique, Pleasant Life classes were observed. Besides, teacher interviews, lesson plans from the teacher, student interview data, and student drawings were collected. Data were organized and inductive categorical system was used in order to categorize them by subtopic in relation to the research problem(Miles & Huberman, 1994). To secure truthfulness of this study, member check and peer debriefing approach were used by sharing data with participants and consultation with professionals(Denzin & Lincoln, 2008). Findings revealed that the perceptions of the teacher and students toward the Pleasant Life class were turned out to be opposite. While teachers undergo difficulties such as lack of time, unsatisfactory materials and lack of interest, students perceived the integrated Pleasant Life as the time to relieve the desire to move, to interact with friends and to feel the joy of learning.


I. 서론
 II. 연구방법
  1. 연구설계
  2. 연구자의 주관생
  3. 연구 참여자
 III. 연구결과 및 논의
  1. 즐거운 생활 수업에 대한 교사의 인식 - “어려움을 말하다"
  2. 즐거운 생활 수업에 대한 학생의 인식 - “즐거움을말하다."
 IV. 결론 및 제언


  • 천지애 Cheon, Ji-Ae. 서울대학교
  • 전세명 Jun, Se-Myung. 인천동춘초등학교


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