본 연구에서는 초등 특수학급 현장체험학습의 실태를 분석하여 현장체험학습의 교육적 가치를 제고하고 이를 활성화하기 위한 방안을 탐색해 보았다. 이를 위해 초등 특수학급 교사 133명을 대상으로 특수학급 현장체험학습에 대해 계획, 실시, 평가의 단계로 구분하여 실태를 조사 한 후 수집된 자료는 빈도와 백분율로 결과 처리하였다. 연구 결과로는 초등학교 특수학급의 현장학습 운영 실태가 특수학교 수준만큼 활성화 되어 있지 않았고, 현장체험학습의 운영방식 역시 특수학급이라는 독특성을 살리지 못하고 특수학교에서 실시하고 있는 현장체험학습과 내용 및 방법 등이 거의 비슷하였다. 그리고 현장학습의 교육적 가치를 살릴수 있는 사후 학습 관리나 부모에게 현장체험학습에 대한 사전ㆍ사후 안내가 제대로 이루어지지 않아 가정과 연계한 학습으로까지 교육적 활동이 연결되지 못한 아쉬움이 있었다. 이러한 결과를 바탕으로 초등 특수학급에서의 현장체험학습이 보다 활성화되기 위해서는 다양한 현장체험학습 프로그램 개발, 현장체험학습이 가능할 수 있는 지역사회 내 인프라 구축, 교통편 및 안전상의 문제를 극복할 수 있는 지원책 마련, 학부모와의 상호 협력 등이 이루어져야 함을 활성화 방안으로 제안하였다.

This study has an objective to examine the reality of site experience learning which is done in special class in elementary school and finally to suggest desirable direction of site experience learning. The subjects of this study are 133 special class teachers in elementary school and survey papers were used as study tools. In order to analyze research subjects in this study and to examine general realities of site experience learning of special class and the recognition about improvements of site experience learning of special class, we have calculated frequencies and percentages of each category. Study results through these procedures are as follows. First, realities of site experience learning of special class in elementary school showed that site experience learning was executed in most elementary schools and executed as direct experience activity type. Site experience learning plans have been establishing in early semester according to special class operation plans and it showed that related information about site experience learning was acquired from internet sites or from references of phone call interviews. And site experience learning was executed at the places where they could learn neighboring everyday life circumstances of school, cultures and histories through public transportations and it took about a day. It showed that students made ceremony participating activities in site experience learning and teachers recorded their activity contents by taking pictures. Activities after site experience learning were expressed by the children who had the feelings in their activities and when site experience learning results were reported to their school parents, reports were delivered only to the school parents whose children had unusual experiences. Evaluation of site experience learning was generally not made and if the evaluation was executed, they concentrated on planned education activity procedures and made evaluations.