창의적 체험활동의 교육과정 공간 의미 탐색

Abstract

Objectives In this study, by synthesizing and analyzing the cases of the curriculum implemented by the teacher, we explored the meaning of the curriculum space for creative experiential activities when the teacher implements the curriculum. Methods To this end, we comprehensively review the literature related to creative experience activities to understand the status and meaning of creative experiential activities as a curriculum standard. Twenty eight cases of curriculum including experiential activities were analyzed. Results The meaning of creative experiential activities as a curriculum space were divided into two categories. First, creative experiential activities were a curriculum space that had a continuous relationship with the curriculum. This is because, in relation to the subject, students want to continue learning, learn more, and want to learn again. Second, creative experiential activities were a curriculum space that had a discontinuous relationship with the curriculum. This is because it was also a space to create programs, activities, and experiences unique to creative experiential activities that dealt with sporadically occurring demands in the field and were discontinuous from previous learning. Conclusions Through this, creative experiential activities deepen the learning achieved through the subject, on the other hand, create and deal with the demands that the subject does not contain as a curriculum, and ultimately promote the complete growth of students in a complementary relationship with the subject.