은유 분석을 통한 유아교사의 교수매체에 대한 인식

Abstract

Objectives This study investigated the perception of early childhood teachers’ teaching media through metaphor analysis. Through this study, it is intended to present the direction of the selection and use of teaching media for high-quality curriculum operation.
 Methods This study used a metaphor analysis method. The metaphor analysis method is to examine the metaphor expression and the reason for metaphor together through a semi-structured sentence completion questionnaire. To this end, a metaphor analysis survey was conducted on 180 early childhood teachers. The questionnaire was composed of the sentence “Teaching media of the 2019 revised Nuri curriculum is ( ). Because, ( ).” The collected data were analyzed according to the metaphor analysis procedure to categorize the types of metaphors.
 Results The research results were divided into ‘perception of teaching media from children’ perspective’ and ‘perception of teaching media from teachers’ perspective’. First, perception of teaching media of early childhood teachers from the perspective of children were found to be ‘something that children can manipulate and touch directly’, ‘what changes according to childrne’ thoughts’, ‘encouraging voluntary participation of children’, ‘growing children’. Second, perception of teaching media of early childhood teachers from the perspective of teacher were found to be ‘giving directions to play support’, ‘reflecting the professionalism of the teacher’, ‘making the revised nuri curriculum run efficiently’, ‘everything around children’ life’.
 Conclusions These results suggest that the selection and use of teaching media should be centered on children, and that efforts should be made to develop teachers’ professional perspectives on teaching media.