수준별 개별학습을 실현하는 교육과정 = Value and Technical Quality of the Suggested Framework for Organization and Implementation of Curriculum Differentiation by the National Commission

다국어 초록 (Multilingual Abstract)

This article examined the framework for organization and implementation of curriculum differentiation which is the major innovation of the 7th National Curriculum revision. The framework was examined in terms of two question: (1) whether it is valued to students and directed to the intentions of the revisionists; and (2) whether it is sufficiently developed and tested to be practically usable. Three different ways of curriculum differentiation, (1) Level Based Differentiated Curriculum(LBDC), (2) Enrichment and Supplement Differentiated Curriculum(ESDC), and (3) Subject Selection Differentiated Curriculum(SSDC) were not consistently related to the intended goals. LBDC, ESDC, and SSDC turned out to be a new way of student placement according to their academic achievement. Thus they were not much different from between class ability grouping within a grade More fundamental drawbacks were found: (1) the conceptualization of LBDC, ESDC, and SSDC was not clear enough to guide practice; (2) no justification to divide the levels of different ways of curriculum differentiaion was provided; (3) no sound reasons why a certain way of curriculum differentiation were applied to a specific subject matter was given; and (4) no signs of considering the capacity for implementation of LBDC, ESDC, and SSDC in the field were not provided. In conclusion, the innovation of LBDC, ESDC, and SSDC was found to be minimally valued to students comparing to loudable valued goals of creativity and to be poorly developed and, therefore, lack of practicality in the field. On the basis of the conclusion, some ways to clarify the intented goals of the framework and relate them to it were suggesed. More clear notion and corresponding resources related to how the framework could be used in practice were also given.