민속놀이의 교육적 가치 탐색과 초등학교 민속놀이 활성화 방안

Abstract

Objectives This study found that the importance and proportion of Korean folk play were decreasing in the 2015 revised curriculum, and tried to find ways to revitalize Korean folk play in school. For this, firstly, the Korean folk play’s educational values which were reflected in the curriculum documents and reflection aspect were examined. Based on this, strategies to revitalize Korean folk play in Elementary school were proposed.
 Methods The data such as previous studies related to Korean folk play, curriculum documents, etc were collected, and as the research method, the literature analysis method was applied.
 Results The educational values of Korean folk play were categorized into traditionality, artistry, playfulness, and enjoyment. The aspect of reflecting the educational value of Korean folk play was presented as a content element of the related area without an independent area during the 1st to 3rd curriculum. In the 4th to 6th curriculum, an independent content area was newly established. In the 7th curriculum, the activities by area were divided into mandatory and optional activities, so the examples of physical activity in Korean folk play increased. In the revised curriculum of 2007 and 2009, the independent small and middle areas of Korean folk play were established. In the 2015 revised curriculum, Korean folk play was deeply related to ideas of an educated person and key competencies of curriculum revision. In addition, it had a close relationship with Expressive movement ability and Athletic performance competence, which were the competency of Physical education competencies. Despite the organic relationship with the idea of an educated person and competencies, Korean folk play was gradually introduced as the content factor of the area, and the proportion of this decreased.
 Conclusions The ways to revitalize Korean folk play in Elementary school were as follows. First, to enhance the status of Korean folk play, expand the opportunities to choose Korean folk play. Second, teach Korean folk play by integrating or linking between subjects. Third, expand the opportunities to participate in Korean folk play such as linking Korean folk play with the 4th industrial revolution technology.