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    初等學校 多文化 敎育課程 開發 方向 硏究 = A Study on the Direction of Multicultural Curriculum Development at Elementary School Level

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    https://www.riss.kr/link?id=T11972004

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

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    한국어
    The purpose of this study is to conceptualize multicultural curriculum and to construct a multicultural curriculum development model. In addition, this study aims at understanding the current situation on the cases of research school management and the cases of excellent practice of general school, through qualitative and quantitative analysis, with analysis criteria established on the basis of, and presenting development direction of multicultural curriculum on the foundation of it. The aims of this study in detail are as follows;
    1. To conceptualize multicultural curriculum and construct an eclectic and interactive model.
    2. To analyze the cases of research school management and the excellent practices of general school, using analysis criteria established on the basis of conceptionalization of multicultural curriculums and an eclectic and interactive model.
    3. To understand the present state of multicultural education implementation through quantitative analysis and qualitative analysis, and use the result as a resource for exploring multicultural curriculum direction.
    4. To present a development direction to multicultural curriculum.
    The study objective is the implementation cases of 12 elementary schools which managed research schools because the Ministry of Education asked them to from 2006 to 2009 and managed practice cases of 25 general elementary schools in Daegu.
    This study used literature study, case study, focus group interviews, and structured interviews, laying an emphasis on integrative inquiry methods.
    This study is conceptualized multicultural education after theoretical discussion on general multicultural education. This study, on the object of learners, conceptualized multicultural education as the education directing unification, pursuing recognition of differences through adaptation of culture and enhancement of identity, respect of recognition and variety, and equality and the right at the viewpoint of multiculturalists by removing prejudice and discrimination.
    This study looked into general curriculum and constructed conceptualization models as mutual systems between four ingredients such as cultural view points, aim and content, learner, and reformation step; laying multicultural curriculum at the center of the process. The traits of this model are an interactive system, multicultural model, and function-centered composition under the capability of responding positively to eclectic educational changes. This study conceptualized multicultural curriculum, planned by the model, with ‘the interactive system going through reformation as a series of educational procedures on unified education to carry out equality and justice by recognizing the difference through cultural adaptation and identity enhancement, respecting variety, removing prejudice, and abolishing discrimination on the target of learners from multiculturalist viewpoints.
    In addition, this study constructed a multicultural curriculum development model with ten elements; proceeding, comprehensive, mutual, and reflectional, as material resources of curriculums, from learners, society, and knowledge to global and multicultural value, decision-making processes in selecting aims, outer effects, aim-drawing, plan, implementation, evaluation, curriculum revolution through evaluation results.
    An eclectic and interactive model constructed by mixing a multicultural curriculum conceptualization model and a development model shows mutual relationship among respective elements of multicultural curriculum. It will be helpful to understand multicultural curriculum comprehensively and develop curriculum in the future.
    Based on the studies as above. The results will offer many suggestions for the development of multicultural curriculum.
    First, multicultural curriculum has to be composed of an interactive system among four elements such as ① cultural viewpoint, ② aim and content, ③ learners, ④ step of revolution. Multiculture curriculum is a series of educational procedures on unified education to recognize differences, to respect diversity, to remove prejudice, and to remove discrimination through cultural adaptation and identity enhancement and to reach true equality and justice for learners in the point of multiculturalists’.
    Second, multicultural curriculum has to be developed into an eclectic and interactive model of multicultural curriculum development. This model, proceeding and comprehensive, has a trait of interactive system and reflects eclecticism.
    ① Curriculum material resources, learners, society, and knowledge have to be considered. As learner elements, individual and social entities have a deep relationship with cultural identity development. As social elements, Korea is divided into two in a democratic system. As knowledge elements, educational contents depend on cultural considerations. All of them have a deep relationship within multicultural education.
    ② A conceptualization model of multicultural curriculum has to be utilized. This conception has a great role in developing curriculums and are expected to be developed into the future.
    ③ The stage of decision-making where enduring and multicultural values and aims are decided. In this stage, school policies, participation and support in policy and communities, and attitude of school officials operate as outer effects.
    ④ A general frame of multicultural curriculum is composed by decision-making.
    ⑤ Goals of multicultural education are described in a general frame of multicultural curriculum. These goals have a trait of interactivity system in the planning, implementation, evaluation and curriculum revolution.
    ⑥ Curriculum planning : aims, contents, methods, and evaluation of multicultural education are included. Here unit arrangement, related to educational contents, is considered.
    ⑦ Curriculum implementation : This stage can be divided into two levels such as planned curriculum (subjects and non-subject instruction) and latent curriculum.
    ⑧ Curriculum evaluation : In this stage, general curriculum is evaluated and instruction and learning activities are evaluated. The evaluation activities have an effect on the next stage of reformation.
    ⑨ Curriculum reform : In this stage, the substitution, alteration, reconstructive change, and value orientation change are reformed and multicultural curriculum is developed.
    Third, the criteria for analyzing multicultural education implement can be constructed and applied as followings. ① The aspect related with conceptualization of multicultural education, education object, formation of education units, and education contents. ② The effect on curriculum planned on the implementation areas of multicultural curriculum and the effect on latent curriculum. ③ The evaluation and suggestion on evaluation area of multicultural curriculums. ④ The activities linked with outer-effect, teacher education and multicultural organization.
    Last, the analysis of multicultural education implementation must be utilized positively. The concepts of multicultural education are utilized without clear discrimination. So, they have to be conceptualized at the point of multiculturalist view. The education object has to be all of the students including multicultural home-stay students. Desirable education formation is unit formation. As for the contents of education, minor adaptation education is managed without much difficulty. However education must also head for major understanding. Multicultural curriculum has to be implemented after they are unified in the subject area, voluntary activity area(pan-subject), and special activity area, and others. In addition, they need to be considered at the latent curriculum effects.
    Educational organizations and local governments keep a cooperative and systematic relationship to carry out effective multi-ultural education. In addition, all of the teachers, parents, and community members have to make a unifed effort.
    번역하기

    The purpose of this study is to conceptualize multicultural curriculum and to construct a multicultural curriculum development model. In addition, this study aims at understanding the current situation on the cases of research school management and t...

    The purpose of this study is to conceptualize multicultural curriculum and to construct a multicultural curriculum development model. In addition, this study aims at understanding the current situation on the cases of research school management and the cases of excellent practice of general school, through qualitative and quantitative analysis, with analysis criteria established on the basis of, and presenting development direction of multicultural curriculum on the foundation of it. The aims of this study in detail are as follows;
    1. To conceptualize multicultural curriculum and construct an eclectic and interactive model.
    2. To analyze the cases of research school management and the excellent practices of general school, using analysis criteria established on the basis of conceptionalization of multicultural curriculums and an eclectic and interactive model.
    3. To understand the present state of multicultural education implementation through quantitative analysis and qualitative analysis, and use the result as a resource for exploring multicultural curriculum direction.
    4. To present a development direction to multicultural curriculum.
    The study objective is the implementation cases of 12 elementary schools which managed research schools because the Ministry of Education asked them to from 2006 to 2009 and managed practice cases of 25 general elementary schools in Daegu.
    This study used literature study, case study, focus group interviews, and structured interviews, laying an emphasis on integrative inquiry methods.
    This study is conceptualized multicultural education after theoretical discussion on general multicultural education. This study, on the object of learners, conceptualized multicultural education as the education directing unification, pursuing recognition of differences through adaptation of culture and enhancement of identity, respect of recognition and variety, and equality and the right at the viewpoint of multiculturalists by removing prejudice and discrimination.
    This study looked into general curriculum and constructed conceptualization models as mutual systems between four ingredients such as cultural view points, aim and content, learner, and reformation step; laying multicultural curriculum at the center of the process. The traits of this model are an interactive system, multicultural model, and function-centered composition under the capability of responding positively to eclectic educational changes. This study conceptualized multicultural curriculum, planned by the model, with ‘the interactive system going through reformation as a series of educational procedures on unified education to carry out equality and justice by recognizing the difference through cultural adaptation and identity enhancement, respecting variety, removing prejudice, and abolishing discrimination on the target of learners from multiculturalist viewpoints.
    In addition, this study constructed a multicultural curriculum development model with ten elements; proceeding, comprehensive, mutual, and reflectional, as material resources of curriculums, from learners, society, and knowledge to global and multicultural value, decision-making processes in selecting aims, outer effects, aim-drawing, plan, implementation, evaluation, curriculum revolution through evaluation results.
    An eclectic and interactive model constructed by mixing a multicultural curriculum conceptualization model and a development model shows mutual relationship among respective elements of multicultural curriculum. It will be helpful to understand multicultural curriculum comprehensively and develop curriculum in the future.
    Based on the studies as above. The results will offer many suggestions for the development of multicultural curriculum.
    First, multicultural curriculum has to be composed of an interactive system among four elements such as ① cultural viewpoint, ② aim and content, ③ learners, ④ step of revolution. Multiculture curriculum is a series of educational procedures on unified education to recognize differences, to respect diversity, to remove prejudice, and to remove discrimination through cultural adaptation and identity enhancement and to reach true equality and justice for learners in the point of multiculturalists’.
    Second, multicultural curriculum has to be developed into an eclectic and interactive model of multicultural curriculum development. This model, proceeding and comprehensive, has a trait of interactive system and reflects eclecticism.
    ① Curriculum material resources, learners, society, and knowledge have to be considered. As learner elements, individual and social entities have a deep relationship with cultural identity development. As social elements, Korea is divided into two in a democratic system. As knowledge elements, educational contents depend on cultural considerations. All of them have a deep relationship within multicultural education.
    ② A conceptualization model of multicultural curriculum has to be utilized. This conception has a great role in developing curriculums and are expected to be developed into the future.
    ③ The stage of decision-making where enduring and multicultural values and aims are decided. In this stage, school policies, participation and support in policy and communities, and attitude of school officials operate as outer effects.
    ④ A general frame of multicultural curriculum is composed by decision-making.
    ⑤ Goals of multicultural education are described in a general frame of multicultural curriculum. These goals have a trait of interactivity system in the planning, implementation, evaluation and curriculum revolution.
    ⑥ Curriculum planning : aims, contents, methods, and evaluation of multicultural education are included. Here unit arrangement, related to educational contents, is considered.
    ⑦ Curriculum implementation : This stage can be divided into two levels such as planned curriculum (subjects and non-subject instruction) and latent curriculum.
    ⑧ Curriculum evaluation : In this stage, general curriculum is evaluated and instruction and learning activities are evaluated. The evaluation activities have an effect on the next stage of reformation.
    ⑨ Curriculum reform : In this stage, the substitution, alteration, reconstructive change, and value orientation change are reformed and multicultural curriculum is developed.
    Third, the criteria for analyzing multicultural education implement can be constructed and applied as followings. ① The aspect related with conceptualization of multicultural education, education object, formation of education units, and education contents. ② The effect on curriculum planned on the implementation areas of multicultural curriculum and the effect on latent curriculum. ③ The evaluation and suggestion on evaluation area of multicultural curriculums. ④ The activities linked with outer-effect, teacher education and multicultural organization.
    Last, the analysis of multicultural education implementation must be utilized positively. The concepts of multicultural education are utilized without clear discrimination. So, they have to be conceptualized at the point of multiculturalist view. The education object has to be all of the students including multicultural home-stay students. Desirable education formation is unit formation. As for the contents of education, minor adaptation education is managed without much difficulty. However education must also head for major understanding. Multicultural curriculum has to be implemented after they are unified in the subject area, voluntary activity area(pan-subject), and special activity area, and others. In addition, they need to be considered at the latent curriculum effects.
    Educational organizations and local governments keep a cooperative and systematic relationship to carry out effective multi-ultural education. In addition, all of the teachers, parents, and community members have to make a unifed effort.

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    목차 (Table of Contents)

    • Ⅰ. 서론
    • 1. 연구의 필요성 및 목적
    • 2. 연구의 내용 및 방법
    • 3. 연구의 범위 및 제한점
    • 4. 선행 연구의 분석
    • Ⅰ. 서론
    • 1. 연구의 필요성 및 목적
    • 2. 연구의 내용 및 방법
    • 3. 연구의 범위 및 제한점
    • 4. 선행 연구의 분석
    • Ⅱ. 다문화교육의 개념 정립
    • 1. 다문화교육의 개념적 토대
    • 2. 국내․외 다문화교육 정책
    • 3. 한국 다문화교육의 특수성
    • Ⅲ. 다문화 교육과정 개발의 토대
    • 1. 다문화 교육과정의 체제
    • 2. 다문화 교육과정의 이론적 토대
    • 3. 일반적 교육과정 개발 모형
    • Ⅳ. 다문화 교육과정 개념화 및 개발 모형
    • 1. 다문화 교육과정 개념화 모형
    • 2. 다문화 교육과정 개발 모형
    • 3. 다문화 교육과정 개발의 절충적․상호작용 모형
    • Ⅴ. 다문화 교육과정 개발 방향
    • 1. 연구학교 분석 및 해석
    • 2. 일반학교 분석 및 해석
    • 3. 개발 방향
    • Ⅵ. 결론 및 제언
    • 1. 요약 및 결론
    • 2. 제언
    • 참고 문헌
    • 영문 초록
    더보기

    참고문헌 (Reference)

    1. 학교교육과정론, 김경자, 교육과학사, 학교교육과정론, , 2000

    2. 문화 간 적응교육, 권효숙, , 2006

    3. 2009 다문화교육계획, 대구광역시교육청, , 2009

    4. 함께가요, 함께해요, 전라북도교육청, "함께가요, , 2009

    5. Multicultural education. N.J, Banks, , 2007

    6. Fundamentals of curriculum. N, Walker, , 1990

    7. Models of curriculum planning, Posner, , 1988

    8. 한국사회와 다문화가족, 이은숙, , 2007

    9. Focus group: Theory and practice, David, Shamdasani, , 1990

    10. 한국의 다문화교육 정책, 전우홍, 숙명여자대학교 다문화통합연구소, , 2009

    1. 학교교육과정론, 김경자, 교육과학사, 학교교육과정론, , 2000

    2. 문화 간 적응교육, 권효숙, , 2006

    3. 2009 다문화교육계획, 대구광역시교육청, , 2009

    4. 함께가요, 함께해요, 전라북도교육청, "함께가요, , 2009

    5. Multicultural education. N.J, Banks, , 2007

    6. Fundamentals of curriculum. N, Walker, , 1990

    7. Models of curriculum planning, Posner, , 1988

    8. 한국사회와 다문화가족, 이은숙, , 2007

    9. Focus group: Theory and practice, David, Shamdasani, , 1990

    10. 한국의 다문화교육 정책, 전우홍, 숙명여자대학교 다문화통합연구소, , 2009

    11. Act of meaning. Cambridge, Mass.:, Bruner, "Act of meaning. Cambridge, , 1990

    12. Curriculum development and design, Print, Murray, Allen & Unwin, , 1993

    13. Developing the Curriculum(3rd ed), Oliva, P. F., Developing the curriculum(3rd ed.), , 1992

    14. 문화심리학적 연구방법론, 최상진, 한규석, 한국심리학회, , 2000

    15. 현대 교육과정과 교육평가, 강현석, 학지사, 현대 교육과정과 교육평가, , 2005

    16. Do we "acquire" culture or vice versa?, Bruner, "Do we ""acquire"" culture or vice versa?", , 1993

    17. Curriculum : principles and foundations, Zais, Robert S, Crowell, Curriculum principles and foundations, , 1976

    18. 미국 다문화 교육과 교육과정, 장인실 ( Insil Chang ), 한국교육과정학회, , 2006

    19. Developing and Documenting The Curriculum, Armstrong,D.G., Developing and documenting the curriculum, , 1989

    20. Making choices for multiculturaleducation, Sleeter, Grant, , 1999

    21. Immigration, acculturation, and adaptation, Berry, J. W., Berry, "Immigration, , 1997

    22. 주제별통계-인구?가족-혼인통계, 통계청, , 2008

    23. 한국 다문화교육의 전망과 과제, 차윤경, , 2008

    24. Educating citizens in a multicultural society, Banks, James A, Teachers College Press, Educating citizens in a multicultural society, , 2007

    25. Teaching and learning in multiculturalschools, Coelho, Teaching and learning in multicultural schools, , 1998

    26. Basic principles of curriculum and instruction, Tyler, Ralph W, Chicago University Press, Basic principles of curriculum and instruction, , 1971

    27. 프랑스 다문화 교육의 배경과 쟁점, 이민경, 한국교육과정평가원, , 2007

    28. 2007 다문화가정 자녀 교육지원 계획, 교육인적자원부, , 2007

    29. An introduction to multicultural education, 4/E, Banks, "An introduction to multicultural education, , 2008

    30. 초등학생용 ‘교과서 보완 지도자료, 교육인적자원부, , 2007

    31. 한국사회의 다문화화와 교육의 과제, 강신임, 동국대학교 대학원, "동국대학교대학원연구논집 28호, , 1998

    32. Curriculum: a comprehensive introduction (5th ed.), NcNeil, Curriculum: a comprehensive introduction (5th ed.), , 1981

    33. Multicultural education: A blueprint for educators, Suleiman, , 2004

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