개화기 교육과정 개발 연구 = Study of Curriculum Development in Korean Modernization Period

다국어 초록 (Multilingual Abstract)

From the development of modern korean curriculum we can discern several important conclusions. First, whil the setting of objectives are regarded as the mainstay of curriculum development, field- level environment creation, such as curriculum restructuring and textbook dovelopment, shoul be considered throughly before or during the setting of objectives. In other words, curriculum development should be a dynmaic two-way process rather than a mechanical one-way bureaucratic process and educational objectives, conternts and methods should be considered simultaneously. Second, major factor influencing the curriculum development is in reality demands of teachers, students and parents on the field, not the general social environment. Most attempts of educational reform tend to stop at the level of ideological or institutional reform, leaving the curriculum intact. However, curriculum reform is arguably most vital part of educational reform, because educational reform can only be manifested through reformed curriculum satisfying the needs of students, teachers and parents on the field. Therefore, the most important factor to be considered for the curriculum development should be the demands of the field rather thatn that of the society in general, reflecting that curriculum development should be pragmatic exercise. Third, curriculum development is heavily influenced by cultural background of the society. The reason for the failure of educational reform in modernisation period is the failure to develop the suitalbel curriculum, which in turn can be attributed to the unreadiness of the Korean culutral environment to support the development. The shallow nature of modernisation that time meant that capability for the development of contents or social support for the new education were both wanting, resulting in the grounding of the process. In retrospect, consideration for the cultural background is a intergral part of curriculum development. An ideological, political approach to curriculum develpment have and will inevitably run into resistance in the field making, rendering it ineffective. In conclusion, curriculum development should be a pragmatic process sensitive to the field demand.