2022 개정 초등학교 창의적 체험활동의 효과적인 설계와 실천

Abstract

Objectives This study was to understand how creative experience activities are currently being operated in elementary schools and to find ways of the effective application and improvement of the creative experience activities of 2022 Revised Curriculum. In particular, the purpose of this study was to focus on how the domain and content of creative experience activities are being applied in elementary schools, and whether the creative experience activities are being revised by properly reflecting the opinions and experiences of teachers.
 Methods An qualitative research was used for the study, including in-depth interview and document analysis. 10 public elementary school teachers were invited as research participants. The researchers collected data about how elementary school teachers plan creative experience activities, and how they apply the plan. Various school curricula documents were also collected. For the analysis, the researchers followed the process of the comprehensive analysis procedure of qualitative research.
 Results First, most of the teachers responded that autonomous activities are a curriculum component when the schools and teachers could freely organize. Yet, in actual operation, the problem of teachers' lack of autonomy was revealed. Second, club activities were found to be the area where teachers' opinions and thoughts were most reflected. However, support for teachers was lacking and, contrary to the original intention, students' opinions were mostly ignored. Third, volunteer activities needed the most improvement among elementary school creative experience activities. Fourth, career activity was the area where teachers showed the greatest difference in perception and practice. Although new attempts and creative classes for effective management of career activities were observed, they were also operated in a way that was most unsuitable for the educational goals of elementary schools or the developmental level of the students.
 Conclusions At the elementary school level, teachers believe that creative experiential activities play as important role as the subjects, but in actual practice, they were unable to practice creative experiential activities according to the original purpose of the curriculum. Insufficient support and interest of teachers also hindered the effective implementation of creative experience activities. To solve the problems, solutions such as appropriate content distribution and balance between the four domains, restructuring goal statements of each domains, and enhancing teachers’ and students’ autonomy were suggested.