내러티브 중심의 교육과정 재구성 방향 탐색 = In Search of Narrative-Based Curriculum Reconstruction

다국어 초록 (Multilingual Abstract)

The purposes of this study is to understand the concepts and needs of the narrative thinking style and to provide the basic lines of narrative-oriented curriculum reconstruction and diverse options for the reconstruction. For those purposes, the research tasks are as follows.: First, the theoretical base of narrative and curriculum reconstruction are discussed. Second, the basic matters of narrative-based curriculum reconstruction is investigated based on the teacher`s narrative and individual and practical knowledge. Third, based on the two tasks above, three lines of narrative-based curriculum reconstruction are constructed. Using the interpretive framework to decide which perspective would be taken in analyzing the curriculum throughout all the stages of curriculum reconstruction, three lines were summarized as follows.: First, the curriculum potential is the implementing the value of curriculum itself and refers to the strategy to perceive and conceive the capacity of curriculum materials differently according to the teachers` individual knowledge. Second, the curriculum interpretation is meaning making of curriculum and focuses on the construction of the meanings of each curriculum material differently according to the teachers` individual knowledge and experience. Third, action research will exert meaningful impacts on the teachers` reflection on their own lessons and their improvement efforts, as well as the curriculum reconstruction.

참고문헌 (Reference)

1 강현석, "합리주의적 교육과정 체제에서 배제된 내러티브 교육과정의 가능성과교과목 개발의 방향 탐색" 한국교육과정학회 23 (23): 83-115, 2005

2 신우종, "초등학교 교실에서의 도덕공동체 형성 방안에 관한 연구" 춘천교육대학교 2001

3 강현석, "지식구조론의 재구성을 통한 교육과정 설계 원리의 구성" 한국교육과정학회 22 (22): 55-85, 2004

4 강현석, "지식구조론 이후의 Bruner의 교육과정 이론 탐구" 16 (16): 105-128, 1998

5 김평국, "중등학교 교사들의 교과 내용 재구성 실태와 그 활성화 방향" 한국교육과정학회 23 (23): 91-130, 2005

6 황윤한, "주제 단원 중심 통합 교육과정 개발: 교육과정재구성을 중심으로" 청주교대교육연구소 13 (13): 9-95, 1998

7 박혜경, "유아의 내러티브에 관한 연구: 이야기 구조 개념 발달 및 이야기 유형" 한국유아교육학회 24 (24): 77-93, 2004

8 한승희, "왜 내러티브인가?" 79-97, 2002

9 염지숙, "연구방법으로서의 내러티브 탐구" 17-36, 2002

10 김한종, "역사수업 도구로서 내러티브의 구성 형식과 원리" (3) : 81-107, 1999

11 이명숙, "실행연구(Action Research)를 통한 교육실제의 개선" 대구 교대 17 (17): 381-408, 2001

12 도홍찬, "내러티브의 도덕적 함의" 서울대학교 2002

13 이흔정, "내러티브의 교육과정적 의미 탐색" 안암교육학회 10 (10): 151-170, 2004

14 강현석, "내러티브를 통한 교육과정 개발자로서의 교사전문성의 재개념화" 한국교육과정학회 24 (24): 153-180, 2006

15 한승희, "내러티브 사고양식의 교육적 의미" 15 : 400-420, 1997

16 박현주, "교육과정 재구성 과정 : 개별적 교육과정" 34 (34): 231-249, 1996

17 조덕주, "교육과정 운영 지원을 위한 기초로서의교사의 개인적 관심과 개인적 지식 탐구" 한국교육과정학회 21 (21): 3-76, 2003

18 강현석, "교사와 교육과정-교사들의 경험에 대한 내러티브" 양서원 2007

19 전현정, "교사에 의한 내러티브 중심의 교육과정 재구성 전략.경" 경북대학교 2006

20 남유리, "교사에 의한 교육과정 재구성 전략의 구안" 경북대학교 2004

21 소경희, "교사양성 교육과정에 있어서 ‘내러티브 탐구(narrative inquiry)'의 함의" 한국교육학회 42 (42): 189-211, 2004

22 소경희, "’교사 전문성’의 재개념화 방향 탐색을 위한 기초연구" 한국교육과정학회 21 (21): 4-96, 2003

23 Conle,Carola, "Why Narrative? Which Narrative? Our Struggle with time and place in teacher education" 29 (29): 7-33, 1999

24 Gadamer,Hans-Georg, "Truth and Method. translated by Garrett Barden & John Cumming" Seabury Press 1975

25 Shulman,L, "Those who understand : knowledge growth in teaching" 15 (15): 4-14, 1986

26 Ben-Peretz,M, "The teacher-curriculum encounter : Freeing teacher from the tyranny of text" State University of New York Press 1990

27 Schön,D.A, "The reflective practitioner : How professionals think in action" Basic Books 1983

28 Connelly,M, "The functions of curriculum development" 2 (2): 161-177, 1972

29 Gudmundsdottir, Sigrun, "The Narrative Nature of Pedagogical Content Knowledge. in Narrative in Teaching, Learning, and Research" Teachers College, Columbia University 1995

30 Bruner,J.S, "The Culture of Education" Harvard Univ. Press 1996

31 Egan,K, "Teaching as story telling" The University of Chicago Press 1986

32 Connelly, M, "Teachers' roles in the using and doing of research and curriculum development" 12 (12): 95-107, 1980

33 Connelly, M. F, "Teachers as Curriculum Planners : Narratives of Experience" Teachers College press 1988

34 Elbaz,F, "Teacher's Voices : Storytelling and Possibility" Information Age Publishing 2005

35 Clandinin, J, "Stories to live by : Narrative understanding of school reform" 28 (28): 64-79, 1998

36 Connelly, M, "Stories of Experience and Narrative Inquiry" (6-7월) : 2-14, 1990

37 Jackson,P.W, "On the Place of Narrative in Teaching. in Narrative in Teaching, Learning, and Research" Teachers College, Columbia University 1995

38 Polkinghorne,D, "Narrative knowing and the human science" SUNY Press 1988

39 Clandinin. D. J, "Narrative inquiry : Experience and story in qualitative research" Jossy-Bass Publishers 2000

40 Bruner,J.S.S, "Narrative and Paradigmatic Models of Thought. in Learning and Teaching the Ways of Knowing : NSSE" Univ. of Chicago Press 1985

41 Kitchen, J, "Narrative Inquiries into Curriculum Making in Teacher Education" Emerald Group Publishing 2011

42 Marsh,C.J, "Key Concepts for Understanding Curriculum" The Falmer Press 1992

43 Ben-Peretz, M, "Curriculum interpretation and the nature of curriculum materials" 11 (11): 247-255, 1982

44 Smylie.M.A, "Curriculum adaptation, In The International Encyclopedia of Education" Pergamon. Oxford 1994

45 Conle,Carola, "An Anatomy of Narrative Curricular" 32 (32): 3-15, 2003

46 Bruner,J.S, "Acts of Meaning" Harvard Univ. Press 1990