Piaget의 認知發達理論에 의한 主日學校工課의 分析 硏究

Abstract

The purpose of this study is to inquire into the problem as to whether the envirenment for textbook education and the content of the textbook are constituted suitably to children's cognitive developmental stages and probe for the remedial measure for it by analyzing the textbook of Sunday school through Piaget's theory of cognitive development and the date of precedent research based on his theory for the children part (7/8 years old) of the sunday school textbook(the union of General Assembly of Presbyterian church in Korea). As the methodology of study, descriptive research was used, Based upon the findings, the following summary was made. Firstly, the problem of the education of the Korean church is whether the textbook of Sunday school amidst service and Biblical study, the pilla of education in sunday school is cognitive developmental stage. As a result of making an emphasis of Piaget's theory of cognitive development and the finding of antecedent research, the children belonging to the juvenile group of 7/8 ~10 years old are still mature in reversible thinking and abstract reasoning in a concrete operational period and also in mature in chronological thinking. Accordingly, it was shown that children were still in mature in having an understanding of theological matters. Secondly, an inquiry was made into the nature of Christian education and what is the textbook by analyzing the components of the textbook and its structure and an inquiry was made into the problem of the textbook by dividing it into the problem of the method of textbook education and that of the content of textbook education. As a result, 6 problem in financial shortage, degraded quality of the teacher, deficiency of educational materials and especially the content of the textbook were found as follows : ① The textbook of the children part at sunday school contatined historic chronicle and past events, almost chronological nature, as the content of learning for children. ② In terminology the content of the textbook theological and composed of difficult matters. ③ The step-by-step textbook for the sunday school of the children part is the on oriented to historic figures in its content. ④ The textbook is not easy for the teacher to use and has many contents difficult to solve. ⑤ The content of the textbook is the education centered to the content not manifesting concrete practical plans or actions. ⑥ The content of the textbook has no relation to children's lives. Thirdly, as a result of probing for the application of piaget's theory to Christian education and the remedial plan for the textbook through Piaget's theory, Piaget's theory belonged to the aspect of on atural revelation, which complemented special revelation(the Bible) And it was shown that the trust of special revelation could be further clarified and Piaget's theory could be applied to Christian education as much as one can. Based upon Piaget's theory. I remedial measures were presented regarding the problem of the environmental content of textbook education. First of all, the remedial measure for the environmental problem of textbook education is that the group in charge of the practical affairs of sunday school on textbook education have an effort and will to improve the textbook in the new awareness of the textbook, that the securing and just distribution of education finance and that the required procedures(e,g : textbook teacher's qualithing certificate system) should be provided for strengthening the qualifications of those who are in charge of education in the chrch. In turn, the remedial measures, for the problem of the cont of the textbook are as follows : ① In producing the textbook, the educational department of the Creneral Assenbly of Presby terian church in korea should make the textbook so that children may learn god's words and get accustomed to their church life through adaptation to it concurrently rather than chronological contents. ② The content of the textbook should be further concretized and organized. ③ The contents applicable and practicable in children's lives should complied at the sometime rather than those centered to historic figures. ④ Illustrations and enough commentary should be added to the textbook so that they may be serviceable to the teacher. ⑤ The contents of the textbook should be constituted so that children may take part in their situation and to allow them to directly experience the practical objectives that will be presented in the textbook. ⑥ The contents of the textbook should be the ones that children can practice acquired knowledge through textbook education in everyday life by presenting the concrete model of everyday life breaking away from formalities.