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교육과정 실행의 관점에서 본 2022 개정 초등사회과 교육과정의 주요 특징과 논쟁점
나경훈,이동원 한국사회교과교육학회 2023 사회과교육연구 Vol.30 No.2
The purpose of this study is to examine major changes in the 2022 revised elementary social studies curriculum from the perspective of curriculum implementation and to review emerging issues and tasks in advance. For the study, based on the comparison with the 2015 revised elementary social studies curriculum, the overall changes of the 2022 revised elementary social studies curriculum and characteristics of each area were analyzed. The overall pattern of change is as follows. First, the content system table was selected and organized to reveal the framework of each area. Second, in order to optimize the amounts of learning, the number of achievement standards was made a drastic reduction, and the method of statement was summarized. Third, the flexible environment expansion method was applied away from the mechanical content arrangement according to the administrative district. Fourth, the integration method between areas within the social studies was reduced, and the level was weakened. Next, characteristics of change in three areas in social studies are as follows. First, in the geographical area, the change in content arrangement was the most common due to the application of the flexible environment expansion method, and efforts were made to strengthen geographical functions. Second, in the general social studies area, there were fewer patterns of change than in other areas, and some achievement standards were newly established to emphasize democratic citizenship literacy by reflecting social changes. Third, in the history area, the most changes were made in the revision of the curriculum. In the 3rd and 4th grades, achievement standards centered on the concept of history were newly established to explore history, and in the 5th and 6th grades, achievement standards were changed to focus on life history in the chronological structure. Based on the results of this analysis, the main controversial points that may appear when the 2022 revised elementary social studies curriculum are applied to the actual field were summarized into three categories.
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윤지훈 ( Yoon Ji-hun ) 한국한문교육학회 2021 한문교육논집 Vol.56 No.-
본고는 시대의 변화에 맞춰 학교 교육의 방향도 다양한 변화를 예고하고 있는 현 시점에서, 학교 교육에서 교수ㆍ학습 활동의 주요 기재로 활용하고 있는 교과서 역시 기존의 틀을 깨고 변화된 시대상을 반영할 수 있는 방향으로 개선해 나갈 필요가 있다는 전제하에 현재 정부가 추진하고 있는 교과서 관련 정책의 현안을 짚어보고, 포스트코로나시대에 걸맞은 교과서상과 교과서 개발 및 적용의 방향을 검토해 보았다. 검토 결과 현재 정부가 추진하고 있는 교과서 관련 정책은 다양한 디지털 콘텐츠를 활용하여 교사가 온ㆍ오프라인 교육에 적합한 온라인 교과서를 저작하여 사용하는 체제를 구축한다는 것이 핵심이었다. 따라서 이러한 정책 기조에서 부합하는 교과서 편찬을 위해서는 교과서를 서책뿐 아니라 다양한 온라인 콘텐츠를 활용하여 제작한, 교육과정 정합성을 충족시키는 넓은 의미의 교수ㆍ학습 자료로 정의할 필요가 있으며, 많은 내용을 다루기보다는 교과의 기본 개념과 원리를 탐구할 수 있는 형태로 조직되어야 하고, 다양한 형태의 온ㆍ오프라인 수업에 효과적으로 대응할 수 있도록 개별 콘텐츠들의 완성도를 높이면서도 활용성 제고를 위해 유연한 구조의 콘텐츠를 개발해야 할 필요가 있다고 보았다. 그리고 이렇게 개발된 교과서는 흥미 유발과 학습 동기 부여, 핵심적 교과 지식 전달, 다양한 학습 자료 제공을 중심으로 활용하는 것이 바람직하다고 보았다. The purpose of this study is to present the direction of school education and textbook development and application that reflects various changes in line with the change of the times. In order to achieve this purpose, analyzed the current issues of textbook-related policies promoted by the government, and reviewed the concept of textbooks in the post-corona era and the direction of textbook development and application. As a result, the government's current policy on textbook was to establish a system in which teachers produce and use online textbooks suitable for online and offline education by utilizing various digital contents. Therefore, in order to compile textbook that conform to this policy stance, it is necessary to define them as teaching and learning materials that meet the convergence of the curriculum by utilizing books and online contents. Also it should be organized in a form that allows us to explore the basic concepts and principles of the subject rather than addressing much of the content. Finally, it was necessary to develop flexible structure contents that would effectively respond to various forms of online and offline classes. In addition, the developed textbooks were considered desirable to focus on motivating interest and motivating learning, conveying core curriculum knowledge, and providing various learning materials.
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