earticle

영어

The purpose of this study was to analyze elementary school students’ daily experiences used by teacher in instruction. The total number of 130 elementary school teachers who have ever taught first or second grade responded to the survey. In order to investigate the episode, the language network analysis method was adopted. Results are as follows. First, according to Integrated subject matter’s network, key words(index) with high centrality and frequency are ‘friend’, following by ‘play’, ‘family’, ‘break time’, ‘character’ etc. Regarding Korean network, key words(index) with high centrality and frequency was ‘friend’ following by ‘writing’, ‘listening’, ‘storytelling’, follow after ‘friend’ as key words(index) with highest centrality and frequency. In the case of Math network, key words(index) with high centrality and frequency were ‘play’ following by ‘buying’, ‘watching a clock’, ‘friend’, ‘counting numbers’ etc. The findings of the study were summarized as follows: First, according to analysis of experiences used by teacher in instruction, this study found that key words with high frequency were appeared high centrality in every subjects. This means that experiences used frequently by teacher have big impact on other experiences in the network. Second, each subject related network is a small world network and scale free network, and a small number of key words like ‘play’, ‘friend’, ‘break time’ have a tendency to become monopoly. Third, teachers use experiences by subjects’ own character. The result of this study provide valuable insights to understand the knowledge of students’ daily experience field. Additionally, this study suggest the further research directions for students’ daily experience field. This study will contribute to improving the quality of life in childhood by describing modes of childhood life.

한국어

본 연구는 교사가 수업에서 활용한 초등학교 1～2학년 학생의 생활경험을 분석하는 데 목 적이 있다. 언어 네트워크 분석을 통한 연구 결과는 다음과 같다. 통합교과에서는 친구와의 경험, 놀이 경험, 가족과의 경험, 쉬는 시간에 있었던 경험, 캐릭터와 관련된 경험 등이 빈도수와 중심성 이 높았다. 국어에서는 통합교과와 마찬가지로 친구와의 경험이 빈도수와 중심성이 가장 높 았으며, 쓰거나 듣기 경험, 이야기 경험, 다툰 경험, 물건을 사용한 경험, 쉬는 시간의 경험, 발표 경험, 한글과 관련된 경험이 빈도수와 중심성이 높았다. 수학 네트워크에서는 아동의 놀 이 경험이 빈도수와 중심성이 가장 높았으며 물건을 구입하고 돈으로 계산한 경험, 시계를 본 경험, 세기 경험, 쉬는 시간의 경험, 친구와의 경험도 빈도수와 중심성이 높았다.