학교 수준 교육과정의 특성화 방안 연구 - 일반계 고등학교의 경우를 중심으로 = Particularization of Individual School Curriculum at the College - bound High Schools in Korea

다국어 초록 (Multilingual Abstract)

There has been longstanding criticisms that curricula of college-bound high schools in Korea are all cast in the same mould. The main purpose of study is to find out main reasons of curricular uniformity and conformity and to suggest methods and strategies of curricular particularization of college-bound general high schools. This study attributed the uniformity and conformity of high school curriculum to the following three reasons: College entrance examination has put greater emphasis on five core subject-areas such as Korean, Mathematics, English, Social Studies, and Science than other subject-areas for long time; Korean national curriculum has over-regulated differentiated and elective curriculum for general high school as well as common and required curriculum for elementary school; And lack of curricular expertise and ownership of school teachers has acquiesced in externally-developed non-distinctive curriculum. With limited school resources such as teacher, facilities, and finance, individual school could not cater to unlimited needs of students, for example diverse career plans, aptitudes, abilities, and weak points. Therefore, all schools located in certain area should cooperate each other to meet diverse needs with diversified subject-areas and course systems. The Ministry of Education and Human Resource Development(MOE) and the Metropolitan and Provincial Office of Education(MPOE) may allot a portion of all subject-areas and course systems to each school in consideration of each school`s scale, location, and resources. Each school can take partial charge of providing certain courses and course system for their students. First, the MOE should investigate and make profile on student`s career plan through diverse inventories, and make plan on school districts for practical and real cooperation with neighboring schools for providing educational programs, supply of teacher, and student allotment. Second, at the MPOE level with the help of several curriculum committees a series of curriculum organization should be elaborated and each subject-area should be delineated in sequential order and differentiated, according to students` career plan, as three levels such as advance level, middle level, and base level. The advance level a subject-area is prepared for students who, having a scholastic career plan to major in those subject-areas, should take the deepest and highest level of those subject-areas. The middle level of a subject-area is prepared for students who want to take those courses in order to supplement their advance level course. The base level of a subject-area is provided to students who take it as a general course through free elective with a view to enriching their general and liberal education. Each level needs to be alloted to different credits for example, 24-credit to advance level, 12-credit to middle level, 6-credit to base level. The major course systems for career plans of traditional humanities and social and natural sciences, comprise of three advance level subject-areas and two middle level subject-areas. The other minor course systems for career plan of sports and arts which have practical training courses comprise of one advance level subject-area and four middle level subject-areas. Each school needs to partake concentrated course systems for student groups who have particular career plans. And each school also needs to be provided teacher supply, student allocation, and facilities according to its educational programs. As result of those provisions each school is characteristic of its curriculum organization.