교육과정 재구성의 개념적 애매성과 모호성 비판 = Critique on the conceptual ambiguity of curriculum JaeGuSung

다국어 초록 (Multilingual Abstract)

This paper deals with the ambiguity of curriculum JaeGuSung and conceptual frameworks that provides a particular instance in South Korea. I explore meta-narrative and examine reification of a curriculum document into classroom practice. Without managing teachers` participations in the work of curriculum, curriculum document become centralized, and teachers` curriculum practice may be just powerless at the classroom level. We are usually viewed as being fundamentally interrelated the link or bridge between teacher competence and expertise on curriculum and instruction. What is important about all theory and practice is that teachers are only the key roles of relations among curriculum design, curriculum development, curriculum organization, curriculum implementation, instructional design and planning. But concept of curriculum JaeGuSung is nowadays ambiguous in South Korea.

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