교육과정에 있어서 이론과 실천의 관계성 - 관련성의 상황과 문제의 분석 - = The Nature of the Relationship between the Curriculum Theory and the Practice

다국어 초록 (Multilingual Abstract)

Ⅰ. Introduction The aim of this study was to investigate the nature of the relationship between the theories and the practices in the contemporaty curriculum field. Such an inquiry is to clarity the nature, present status, and the limitations of the curriculum theories for the practice, and at the same time, to help implement the curriculum practices in more responsible way. Ⅱ. The conceptualization of the theory and practice in curriculum field The curriculum field is a practical of study as a core of the education fields. The curriculum practice as praxis has been existent from the beginning of the educational histoty, but the theoretical inquiry into the practices as curriculum praxeology can ge traced back only to beginning of this century. The conceptualization of the practice and theory have been attempted by many different scholars with different perspectives. The common ideas among them was that the theory is for the practices in its origin, not vice versa, but it means that the practice also should be conductde in theoretically proper manner. Therefore the practice can be defined as actual curriculum decision making, curriculum development, making curriculum design and teaching practices in concrete time and placem on national, local, and school levels. The curriculum theory can be defined as theorization of the general meaning structure reflected in the curriculum practices including conceptual models of curriculum, theories of curriculum legitimation, process theories of curriculum, structural theories of curriculum, theories of curriculum implementation, and meta theories of currculum. However concerning the nature of curriculums theories, two issues were discussed here : One is how to make a boundary between the general theory of educatuon and curriculum theories, and the other is to differentiate the foundational theories from the curriculum theories themselves. Ⅲ. The Problems of Curriculum Theories in relating to the Curriculum Practices The contemporary theories of curriculum as praxeology seem to be facing with many difficulties and deficiencies in their validity, fitness, maturity as guiding principles of the actual curriculum practices. 1. The problems with the existing verieties both in concepts and paradigms of curriculum theories were discussed here and the use of dialectical and complementary nature anong the differences of the alternative theories can be utilized eclectically into the practical situations. 2. The present theories of curriculum are mostly in so fragmentary state that they lack in power of explanation and prediction for the practical situation of education. 3. There are problems in the mutual relationship among sub-theories within the curriculum theories. The theories in the sub-areas of curriculum often tend to forget the contextuality in which they are located and treat them independently. In addition, they easily make the fallacies of transferring and deducing the prescriptive theories directly from the descriptive theories. Ⅳ. The problems of the Curriculum Practice in relating to the curriculum Theories One of the barriers in making the proper theories-practice connection lies in the unique nature of every curriculum practice itself. 1. Unlike curriculum theories, curriculum practice in concrete conditions of particulars wine and place should meet the complexity of the situatuonal elements such as socio-cultural characteristics, political-economic limitations, value orientations of the educational populations. That is why the theories in general, particularly the foreign-import theories do not fit into the educational situation, causing the problems that original theories could not expected. 2. The political process of the curriculum- decision making often governed by the internal and external determinants other than the professional theories of education make it difficult for each practice to the connected to the appropriate theories. 3. The last difficulties