교사에 의한 내러티브 중심의 교육과정 재구성 전략 = The Strategies of Narrative-Oriented Curriculum Reconstruction by the Teachers

다국어 초록 (Multilingual Abstract)

The purposes of this study were to understand the concepts and needs of the narrative thinking style and to provide the basic strategies of narrative-oriented curriculum reconstruction and diverse options for the reconstruction. For those purposes, the following research tasks were set:
First, the theoretical base of narrative and curriculum reconstruction will be examined.
Second, the basic matters of narrative-oriented curriculum reconstruction strategies will be investigated based on the teacher's narrative and individual and practical knowledge.
Third, based on the two, three strategies of narrative-oriented curriculum reconstruction will be devised.
Using the interpretive framework to decide which perspective would be taken in analyzing curriculums throughout all the stages of curriculum reconstruction, three strategies were set and summarized as follows:
First, the curriculum potential is the implementing device of narrative 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 the interpreter of curriculums and focuses on the construction of the meanings of each curriculum material differently according to the teachers' individual knowledge and experience.
Third, the implementation study will exert meaningful impacts on the teachers' reflection on their own lessons and their improvements, as well as the curriculum reconstruction.
Based on the results, the following suggestions were made:
First, the teachers need to reconstruct the curriculum on the field.
Second, the teachers' perception and attitudes should be changed so that the narrative-oriented curriculum reconstruction can be more activated.
Third, it's necessary to change the school policies, establish institutional conditions, and improve the working conditions for the teachers.
Fourth, the teachers should be given education or in-service training regarding the narrative-oriented curriculum reconstruction.
Fifth, alterations should be made to the narration of the textbooks. They should be narrated in the storytelling style, which is easy for the students to understand and to interpret in their own ways, beyond the conventional logical and propositional knowledge and explanations.

목차 (Table of Contents)

• Ⅰ. 서 론 = 2
• 1. 연구의 목적과 필요성 = 2
• 2. 연구 내용과 방법 = 4
• 3. 선행 연구의 분석 = 6
• Ⅱ. 내러티브와 교육과정 재구성의 이론적 기저 = 14
• 1. 내러티브 사고 양식의 개념과 중요성 = 14
• 2. 교육과정 재구성의 필요성 = 19
• 3. 내러티브와 교육과정 재구성의 관련성 = 24
• Ⅲ. 내러티브 중심의 교육과정 재구성 전략의 기초 = 27
• 1. 내러티브 중심 교육과정 재구성의 가능성과 근거 = 27
• 2. 내러티브 중심 교육과정 재구성의 방향과 원리 = 29
• 3. 교사의 내러티브와 개인적·실천적 지식 = 31
• Ⅳ. 내러티브 중심 교육과정 재구성 전략 = 35
• 1. 교육과정 잠재력 = 35
• 2. 교육과정 해석 = 44
• 3. 실행 연구 = 61
• Ⅴ. 결론 및 제언 = 73
• 1. 결 론 = 73
• 2. 제 언 = 75
• 참 고 문 헌 = 77
• 영 문 초 록 = 79