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황두환(Hwang, Du-Hwan),조용개(Cho, Young-Gae) 한국교육철학회 2017 교육철학 Vol.64 No.-
The purpose of this study is to analyze the framework of the educational system in America and of the selection system through literature studies and case studies, based on the conceptualization that the admission officer system is a typical selection system by the linkage of high school-university curriculum. The results are as follows. First, educational policies are collected and operated by the state government. Second, the type of admissions is simplified to early admissions, regular admissions, and occasional admissions. Third, as an example, UC Berkeley is conducting a university admission with a method of holistic reviews . Fourth, the characteristics of institutional operations in America are that the curriculum in high school is independent of the selection in university for guaranteeing normal operation. The selection is made by articulation between secondary and higher education, and the admission data is unified regardless of admission types. Using the case of the admission officer system analyzed in this study, first, various admission materials are used such as recommendations from counselors and teachers, and letters of self-introduction as well as high-school records when selecting students. Also, the high school records are of more importance and have greater weight to university admission than the national standardized testing. The framework of universities selection systems applies a model that selects students who meet the purpose of the major unit education by emphasizing the context of social selection and reflecting the university s ideology and educational need. The university entrance exam, called the college scholastic ability test, is considered as a competitive system. But in order for the admissions officer system to actually contribute as a mechanism towards the candidate’s selection the linkage of high school-university curriculum in the educational situation in Korea must be included in the admission process, otherwise the weight of standardized test alone has the opposite crippling effect on the influence of high school curriculum. First of all, it is necessary to minimize the influence the college scholastic ability test and to extend nation-owned evaluation rights to individual schools and teachers. In addition, it is necessary to change the direction of the university s student selection method to the major unit selection system that selects students who meet the purpose of the major unit education.
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황두환(Hwang Du Hwan),강이철(Kang E Cheol),조용개(Cho Young Gae) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.9
본 연구의 목적은 일선 고등학교의 교육상황을 탐색하여 학교 교육기획력과 교사 교육기획력의 실재성(유무와 작동방식)을 분석하고자 하는 것이다. 이를 위해 문헌 연구․면담조사․설문조사를 실시하였으며, 주요 연구 결과는 다음과 같다. 첫째, 학교교육목표는 기능하지 않고 있었으며, 교육목표에 대한 교사들의 인지수준은 낮 았다. 둘째, 학교의 교육과정 편성은 획일화되어 있었으며, 교육목표와의 연관성이 낮았다. 셋째, 학교의 교육과정 운영은 교육과정 편성에 부합되어 운영되지 않는 경 향이 있었다, 넷째, 평가는 주관적인 형태로 정례적으로 실시하였고, 평가 결과는 학 교교육계획서상에 기술되는 정도에 불과했다. 학교 교육목표 달성을 위한 교사들의 노력은 교과외의 영역에서만 나타났다. 다섯째, 교사의 교육기획력은 규정과 지침에 의해 발현되지 않았다. 이와 같은 문제는 ① 학교 교육목표의 불능, ② 교육기획력 의 각 단계들 사이의 연관성 부족, ③ 학교와 교사의 교육과정편성 자율권의 제한이 그 원인으로 작동했다. 학교의 교육력을 회복하기 위해서는 학교교육목표가 기능하 고 교육기획력의 하위 요소들이 연관성을 가지고 편성될 수 있도록 학교와 교사에 게 교육과정 편성의 자율권을 허용할 필요성이 있다. This study aims to investigate school’s and teacher’s enterprise by analyzing the reality of educational situation in high schools. This study is conducted literature research, interview, and questionnaire survey. The findings are as follows: First, school educational objectives cannot function and the teacher’s perception level of it is low. Second, curriculum of a school is uniformly designed and the correlation of school educational objectives and the curriculum is also low. Third, management of curriculum does not accurately correspond with the designed curriculum and it is proper to education for preparing entrance examination. Forth, an assessment of school is subjectively and routinely implemented and the result of the assessment is only written on the ‘guidelines for school education. Moreover, teacher’s effort to achieve school objectives focus on extra-curricular. Fifth, a teacher’s enterprising is restricted by the regulations and guidelines made by superiors and the department of education. Here are some reasons that cause these problems: ① non-functioning school educational objectives ② relevant lack among each steps of educational enterprising ③ restriction of autonomy right for schools and teachers to organize of curriculum. So as to restore, schools and teachers need to have autonomy right to organization of curriculum.
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