백워드 設計模型을 適用한 理解中心 敎育課程 開發 = Development of Understanding Curriculum Based on Backward Design

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop a better backward design model. This is conducted through the process of developing and applying the formative circulative process of understanding curriculum based on backward design.
The backward design model, which was developed by Wiggins and McTighe, is a curriculum based on the development model, that consists of developing an advanced form of instructional design and evaluation in order to improve the students' achievement. Backward design, which is the methodology of the curriculum development program is intended for the students' deeper understanding and suggests the concept of understanding, as the goal of the curriculum. Backward design is the methodology of the curriculum which begins with being aware of the result and working towards the goal. In comparison to Tyler's curriculum development logic model, this model has some procedural characteristics:
Stage 1 : Identify desired results,
Stage 2 : Determine acceptable evidence,
Stage 3 : Plan learning experiences and instruction
In other words, the goal and assessment plan of the instructional section comes first, then the learning experience is the final step.
The purpose of the backward design model is to aid in understanding the students. Understanding is not a simple concept that can be defined easily, but may have complicated aspects. Wiggins and McTighe separated understanding into six facets: Explanation, Interpretation, Application, Perspective, Empathy and Self-knowledge. Each of these aspects reminds us that specific learning activities are required to create meanings for students through learning. In addition, each of the understandings is to be a separate criteria used to judge the degree of the students' true understanding in terms of the assessments.
Students who really understand through learning can draw useful inferences, make connections among facts, and explain their conclusions in their own words. They will then be able to apply their learning; that is, transfer it to new situations with the appropriate flexibility and fluency.
If students have these understandings in place, the results will be revealed through their performances. That is, the core of the understanding is in the possibility of its transfer. The transfer has a few distinguishing features as follows; They require not simple recollection but application which occurs in new situations that students do not encounter. The transfer requires a thoughtful assessment by which prior learning is applicable; that is, some strategic thinking is required.
The understanding in backward design is found in the ability to find a large picture by identifying the core concept and creating meanings in curriculum in order to use the knowledge and skills effectively so that they can be applied to stundents’ real life.
The substantial research issues that this study intends to deal with are as follows;
1. To study the stages and the characteristics of the Wiggins and McTighe's backward design model.
2. To analyze the suggestions which are applicable to understanding curriculum development by means of surveys and interviews which are targeted towards teachers and students. To collect and analyze result and UbD template. Based on the findings, to analyze the implications that can be applied to developing and understanding the curriculum.
3. To modify the model through the process of developing a unit based on backward design and the formative circulating process of it.
4. To propose an improved backward design model.
There are three research methods mainly used in this study: the mixed method, the case study and the formative research methodology.
The mixed method was used to investigate the effectiveness of the curriculum through backward design. To measure students' achievement, the standardized test was conducted in order to collect quantitative data, much like Qualitative data, like the students' attitudes involved in the lessons and collected and analyzed through interviews and participant observations.
UbD Template was analyzed which was developed by an elementary school teacher in terms of the components of each stage and in order to identify the errors which curriculum designers make. The formative research methodology was used in the process of the development of understanding curriculum based on backward design and making for a better model. Teachers participated in this study as curriculum experts in the whole process of research. They presented strengths and weaknesses of the backward design and UbD and gave their opinions after observing some classes. Based on these suggestions, the model was modified and developed. The triangulation method was used throughout this process in order to increase the validity and reliability of this study.
The results of this study are as follows;
Firstly, the understanding of the curriculum based on backward design has the ability to promote the students deeper understanding, while also maintaining the validity in the process of the development of the curriculum as well as implementing instructions. The findings are as follows;
1. Since the backward design is based on the national level curriculum, it ensures teachers' accountability and feasibility.
2. Students using backward design showed higher academic achievement scores than the students who used the traditional designs(p<.05).
3. Through using the backward design method, students more actively participated in the lessons and studied as well as demonstrated their interests in problem solving. The result was that they had the deeper understanding.
Secondly, the teachability and feasibility was secured through the process of formative research methodology in order to develop the curriculum. The curriculum was organized: the role of teacher-student was also found as the organizers of the curriculum.
1. A meaningful implication was extracted from the surveys and interviews from teachers and students. The resulted role of teachers and students was found to be that the teachers played the role of practitioner to designer, while students accepted the curriculum delivered by teachers as it applies to the main part of the curriculum.
2. The current issues which were found at school were applied to modify the model reflecting the school field. As this was the field research, the applicability to elementary school was ensured.
Thirdly, through the formative research process, an improved backward design was made that used the distinguishing features from Wiggins and McTighe.
1. Each stage of the improved backward design process was not straightforward and linear, instead it was characterized by a two-way process.
2. Deciding the instructional focus was added between stage one and two, this had the effect of increasing the ease of task selection.
3. Teaching methods and strategies which are appropriate to the students' learning experience were also considered.
4. More detailed procedures also were added to each stage of this model compared to the original one.
Fourthly, the improved backward design model will be able to improve elementary school teachers' awareness of the unit level curriculum. This also assists in changing instructions with the goal of developing the curriculum understanding, which takes the students' characteristics into consideration.
Finally, teachers will also have an improved perspective on the curriculum as well as on expertise and autonomy, which leads them to analyze the curriculum structurally and implement it on the basis of the students' understanding. That is to say, teachers will be the designer as well as the practitioner of the curriculum.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 내용 및 범위 6
• 3. 선행연구 분석 8
• 4. 용어의 정의 12
• Ⅱ. 이론적 배경 16
• 1. 이해중심 교육과정 개발의 이론적 접근 16
• 2. 백워드 설계 모형의 특징과 단계 45
• 3. 이해중심 교육과정 개발의 틀 72
• Ⅲ. 연구 방법 및 절차 79
• 1. 연구 방법론 79
• 2. 연구 절차 84
• 3. 연구 대상 85
• 4. 자료수집 및 분석 87
• Ⅳ. 백워드 설계에 기반한 이해중심 교육과정 개발 88
• 1. 요구조사: 사전조사 결과 분석 88
• 2. 교육과정 개발 방향 104
• 3. 교육과정의 예비 단원 개발 107
• 4. 예비 단원의 실행: 형성적 연구 결과 142
• 5. 예비 단원의 수정과 보완: 구조적 단원 개발 150
• Ⅴ. 교육과정의 적용 및 효과 탐색 163
• 1. 교육과정의 단원 적용 163
• 2. 효과 탐색 175
• 3. 논의 및 최종 모형 182
• 4. 최근 동향과의 관련성 190
• Ⅵ. 결론 및 제언 199
• 1. 요약 및 결론 199
• 2. 제언 205
• 참고문헌 208
• Abstract 216
• 부 록 221