2009개정 교육과정이 중등학교 음악교과에 미치는 영향과 문제점에 관한 고찰 : -중등학교 과정을 중심으로

국문 초록 (Abstract)

교육과정을 현장에 적용함에 있어 그 성공의 대한 관건은 교재, 교수학습자료, 공
학적 도구, 교사의 능력, 교사의 현직교육기회, 각종 설비, 교육과정 등이다. 이것들
중 교재는 일반으로 가르치거나 학습하는 데 사용되는 재료를 의미 한다. 즉, 교과
서는 교육현장이 학교에서 가장 대표적으로 사용되는 교재라고 할 수 있다. 교과서
는 교육과정이 직간접적으로 나타나는 자료로써 수업시간에 실제적으로 활용될 수
있는 다양한 수업모형, 교수-학습방법, 악곡, 실제적이고 다양한 학습자료, 다양한
평가방법 및 도구 등을 포함한다.
교과서를 통해 학교현장에서는 실제적인 교육이 이루어지는데 이는 교사가 가르치
기 용이하고, 학생들이 배우기에 적합하고, 단계에 맞는 구성이 되어야 한다. 그러
나 무엇보다 중요한 것은 학생들이 학습하기에 적절한 내용이 구성되고, 그에 맞는
음악과 성격과 목표에 맞는 교과내용이 되어야 한다는 점이다.
교과서의 내용은 학생의 참여를 통한 음악적 경험을 창조하는 학습과정이 제시되
어야 하며, 활동과 이해의 통합을 통하여 다양한 음악활동의 미적 경험을 신장시킬수 있는 내용을 제시하여야 한다. 또한 학생중심 학습을 위하여 학생의 수준과 흥
미에 맞게 학생 스스로 활동을 구성하고, 학생의 음악적 능력과 적성에 따라 활동
을 선택할 수 있는 학습과제와 내용을 구성하여야 하며, 학생들이 생각하고 활동하
게 하는 탐구의 과정, 활동을 강조하는 교과서가 되어야 한다. 교과서는 학습내용을
탐구, 이해하게 하는 학습 활동을 많이 제시하고, 설명적인 내용은 가급적 교사용지
도서에 제시하는 것이 바람직한 방향이라고 할 수 있다.
이처럼 음악과의 교육과정과 교과서는 시대가 바라는 인제를 만들기 위하여 사회
적으로나 학습적으로 교육에 접목되는 방향성을 갖는다. 뿐만 아니라 음악과의 특
성상 음악이라는 자체는 청소년기의 인성, 인격을 다듬기에 적합한 과목으로써 이
미 오래 전부터 학생들의 교육과정에 빠지지 않고 교육되었던 과목이기도 하였다.
그렇기 때문에 현재 학교현장에서 교육과정의 전달로써 가장 용이하고 대표적인 자
료인 교과서는 학생들로 하여금 좀 더 실용적이고, 심도 있게 다루어 져야 하며, 학
습자들인 청소년기의 올바른 인성을 갖출 수 있게 하기 위함에 있어 교육과정의 내
용이 신중하고, 적절하게 고시 되어야 한다.
한국의 교육현실은 입시위주의 교육 현실에 급급한 실정이다. 또한 다양한 가정의
형태, 학생들의 성장속도 등을 고려해 볼 때 예측하기 힘든 사회적 현상 속에서 살
아간다는 사실이 불가피하다. 이러한 여건 속에서 음악을 통하여 학생들이 학교에
서 자아를 실현하고 진정한 삶의 가치를 발견할 수 있도록 사회가 그것을 조장하고
보호해야 한다.
2009 교육과정 자율화의 수업시수 20%증감은 대부분의 학교에서 국.영.수 등의
성취교과목의 수업시수를 늘여서 입시위주의 교육을 강화하고 있다. 2009 개정 교
육과정의 도입이 이러한 양상을 보이면서 결과적으로 입시과목과 관련이 되지 않는
교과들은 점차 소외되고 있다. 즉, 2009 개정교육과정의 도입으로 2011년부터 음
악과 미술교과가 하나로 통합되면서 집중이수제로 인한 수업시수 20%증감여부는
자연스레 감소될 위기에 처해있다. 또한 국민공통기본교과목이 9년으로 줄어들면서
고등학교에서는 음악교과가 선택교과로서 이루어지는데 현재 시행되는 우리나라의
교육현실로 비추어 봤을 때 단연 이러한 수업시수 자율화 방안과 예술과목의 통합은 교과에 대한 축소 뿐만 아니라 음악교사 까지도 급격히 감소할 것으로 전망한
다.
2007개정 교육과정이 완벽하게 시행되기도 전에 급격하게 방향을 전환하고 새로
이 2009 개정 교육과정을 고안한 것은 음악교과 뿐 아니라 모든 교과목에 있어서
도 매우 위험한 사항이 아닐 수 없다. 2009년이 초등학교 12학년을 대상으로
2007 개정 교육과정이 처음 시행되는 해 였고, 정부가 서둘러 2009 개정 교육과정
을 그 해에 발표한 것은 문제가 있다. 2007 개정 교육과정은 3년에 걸쳐 현장교사,
시도 교육청 관계자, 대학 교수 및 연구 기관과 학회, 교육 단체 및 학부모 등의 의
견을 모아 개발한 것이며, 시행에 앞서 2년간의 기초 연구와 그 외 다양한 공청회
와 토론회를 통해 검증받아 시행이 되었다. 이렇게 어렵게 만들어낸 2007 개정 교
육과정의 시행 및 평가가 이루어지지 않았음에도 불구하고 2011년부터 2009 개정
교육과정을 시행한다는 것은 정당성과 당위성을 찾기 어렵다고 판단된다. 또한
2009 개정교육과정의 연구 기간에 대한 문제점도 많은 야기를 낳고 있다. 단 1년
도 채우지 못한 연구 결과와 교과계의 전문가들의 의견을 반영하지 않은 점 등을
고려해봤을 때 국가 교육과정의 중대한 오점을 남긴 셈이라고 해도 과언이 아닐 것
이다.
본 연구는 음악과 교육과정에 있어 2009년 개정되어 전면 시행되는 2009개정 교
육과정을 분석해 봄으로써 2009개정 교육과정이 고등학생과 음악교과에 미치는 영
향을 중점적으로 살펴본다. 더불어 개정된 교육과정이 얼마나 바람직하고 효과적으
로 운영될 수 있는지 다루기 위함이다. 또한 문제에 대한 대안점을 찾아 좀 더 개
선되고, 현실적이며 학생과 교사로 하여금 음악교과를 가치있게 익히고 가르치고자
하는데 연구 목적을 둔다.
이러한 연구목적을 달성하기 위하여 본서는 먼저 ‘교육과정’이 의미하는 바와 각
시기의 배경이 되었던 과정상의 몇 가지 유형에 대하여 알아보고 우리나라의 음악
과 교육과정이 시대에 따라 어떻게 변천되어 왔는가를 고찰한다. 또한 2009 개정
교육과정이 시행됨에 따라 발생하게 되는 영향과 문제점은 무엇이며, 이를 개선하
기 위한 대안책에 관한 연구를 결과로 한다.

목차 (Table of Contents)

• <목 차>
• 국문초록
• Ⅰ. 서론
• 1. 연구의 필요성 및 목적 ····························································································· 1
• 2. 연구의 범위 및 방법 ································································································· 3
• 3. 연구의 제한점 ············································································································· 3
• Ⅱ. 이론적 배경
• 1. 우리나라 교육과정의 변천 ····················································································· 4
• (1) 해방 전 교육과정 ································································································· 4
• (2) 해방직후 교육과정 ~ 제5차 교육과정 ··························································· 5
• 1) 해방 직후 과도기 및 교수요목기 ································································ 5
• 2) 제1차 교육과정 ································································································ 6
• 3) 제2차 교육과정 ································································································ 7
• 4) 제3차 교육과정 ································································································ 8
• 5) 제4차 교육과정 ································································································ 9
• 6) 제5차 교육과정 ······························································································ 10
• (3) 제6차 교육과정 ·································································································· 11
• 1) 중등 교육과정 ································································································ 11
• 2) 고등 교육과정 ·································································································· 13(4) 제7차 교육과정 ···································································································· 15
• 1) 국민공통 기본 교육과정 ················································································ 15
• 2) 수준별 교육과정 ······························································································ 17
• 3) 재량활동 ············································································································ 18
• 4) 고교 2~3학년의 선택중심 교육과정 ·························································· 19
• (5) 2007 개정 교육과정 ··························································································· 21
• 1) 국민 공통 기본 교육과정의 개선 ································································ 22
• 2) 선택 중심 교육과정의 개선 ·········································································· 23
• (6) 2009 개정 교육과정 ······························································································· 25
• 1) 주요 특징 ·········································································································· 26
• 2) 중학교 개정 내용 ···························································································· 27
• 3) 고등학교 개정 내용 ························································································ 28
• 2. 음악과 교육과정 구성 체제의 변천 ······································································ 31
• 3. 음악과 교육과정 내용의 변천 ················································································ 33
• Ⅲ. 2009 개정 교육과정의 내용적 이해 ·································· 36
• 1. 2009 개정 교육과정의 발생경로 ········································································· 36
• 2. 2009 개정 교육과정 집중이수제란 ····································································· 38
• 3. 고등학교 교육과정 편성 운영의 중점 ······························································ 38
• (1) 공통지침 ·············································································································· 38(2) 일반계 고등학교 ································································································ 39
• (3) 전문교육을 주로 하는 고등학교 ···································································· 40
• 4. 2009 개정 교육과정이 음악교육에 미치는 영향 ············································· 42
• 5. 2009 개정 교육과정의 실제적 문제 ··································································· 46
• (1) 입시교육의 강화 ·································································································· 46
• (2) 집중이수제로 인한 음악교사의 동향 ······························································ 48
• (3) 사교육의 증감 여부 ···························································································· 50
• 6. 음악과 교육과정 개정의 쟁점에 대한 토론 ······················································ 52
• (1) 음악과 교육과정 각론 개정의 전체방향 ························································ 52
• (2) 음악과 교육과정 개선 방안의 실제적 쟁점 ·················································· 53
• 7. 설문으로 알아본 2009 개정 교육과정의 이해 ··················································· 57
• Ⅳ. 결론 ······················································································································ 67
• 1. 집중이수제의 문제점 ······························································································ 67
• 2. 나가면서 ···················································································································· 70
• 참고문헌 ···························································································································· 73
• Abstract ···························································································································· 75
• 부록 ···································································································································· 80