교사의 교육과정 인식과 실천에 관한 연구 = An Investigation of Teachers' Recognition and Implementation about School Curriculum

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze and describe the teachers` curriculum recognition and their implementation through investigating teachers` thought about school curriculum. In order to achieve this purpose, the following questions were drawn for the study: 1. What do teachers recognize about school curriculum documents? 2. How do the teachers evaluate the 6th school curriculum currently in use? 3. How do teachers implement school curriculum in class? 4. What do teachers recognize as the main causes of impediments of effective curriculum implementation? 5. What is the relation between teachers` curriculum recognition and their curriculum implementation? The subject of the investigation were 481 randomly sampled teachers from Won-Ju city region, whose school level, school district, and teachers` career were taken into account. The data was analyzed using SPSS for Windows(version 7.5) program such as frequency, ANOVA, Scheffe` post-hoc test, and Pearson product-mument correlation coefficient. The results of the study are as follows: 1. Nearly all teachers tended to understand the concept of school curriculum as being a curriculum on the national level. The teachers also tended to overlook the school level curriculum and textbooks relative to that of the national level curriculum. 2. About 50.0% of the teachers see the contents of the 6th curriculm currently in use to be too difficult to teach students. To teach the subjects more effectively to students, it is necessary to intensify the in-service education to teachers and to lower the level of the curriculum content in future curriculum reforms. 3. Teachers are more apt to teach students according to their teaching experiences and routines, which is formed traditionally in school, rather than general principles of instruction or instructional recommendations given by supervisors. 4. Almost all teachers point out that the main causes of impediments of effective curriculum implementation are distorted educational structures such as the trend of centering on entering a school of higher grade, aristocratic educational administration etc.. 5. It is revealed that the correlation between the teacher`s curriculum recognition and their curriculum implementation is small. This means that the way of teachers` curriculum implementation is hardly influenced by their recognition of school curriculum.