교사에 의한 교육과정 재구성 전략의 구안 = Planning the strategies of curriculum adaptation by teachers

다국어 초록 (Multilingual Abstract)

This study provides the strategies of curriculum adaptation by teachers under the trends towards decentralization in schooling and increase in teacher autonomy.
Until now, teachers have been considered implementors of externally prepared materials. But in these days, it is emphasized that teachers are as a role of creators of their own curriculum materials. This is based on the assumption that teachers have abilities to curriculum interpretation. To enhancing this abilities, this study indicates the strategies of curriculum adaptation based on four different instruments for curriculum analysis and interpretation developed by Ben-Peretz et al. Four strategies are as follows ;
First, ‘CIR strategy’ is to identify the personal constructs of teachers which they use for interpreting curriculum materials. It can cultivate a critical and analytic sense of curriculum materials, also develop capabilities of assembling, omitting and organizing curriculum materials according to teachers' intention.
Second, ‘SSA strategy’ is intended for the interpretation of curriculum outlines and guidelines for teacher. It is important that teachers plan their lessons independently of admonitions of the syllabus, using their own knowledge of subject matter and classrooms as the basis of their teaching. Teachers who are able to read a syllabus critically are in a position to accept or to reject the specific characteristics.
Third, ‘SACM strategy’ is to analyze curriculum materials(student textbooks and teachers' handbooks) based on four basic dimensions: subject matter, learner, milieu, and teacher. Teachers choose to analyze their curricula in any one or in a combination of dimensions, according to their interests and concerns. A full analysis may disclose a complex network of curriculum feature and reach their potential for teaching.
Fourth, ‘Matching Wheel’ is to serve curriculum interpretation in both the internal and external objective modes. It may be used to quantify one's findings. Curriculum interpretation based on the matching of analytic categories with concrete components of the materials may be very helpful in the preactive phase of teaching, the planning of lessons.
All strategies for curriculum adaptation are designed for a more active role of teachers regarding curriculum. Analysis of curriculum materials is considered essential for interpreting their possible meaning in different educational situations. But these strategies should be adapted to varying circumstances, likewise teachers should devise the appropriate strategies.

목차 (Table of Contents)

• 목차 = i
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 내용과 방법 = 3
• 3. 선행연구의 분석 = 4
• Ⅱ. 교육과정 재구성의 이론적 기저 = 9
• 1. 교육과정 재구성의 개념과 필요성 = 9
• 2. 교육과정 실행 = 13
• 3. 교사에 의한 교육과정 재구성의 가능성 = 18
• Ⅲ. 교사에 의한 교육과정 재구성의 전략의 기초 = 23
• 1. 교사의 실천적 지식 = 23
• 2. 교육과정 해석의 틀 = 27
• 3. 재구성의 범위와 방법 = 33
• Ⅳ. 교육과정 재구성 전략 = 41
• 1. 상위 전략으로서 교육과정 개발모형 = 41
• 2. 교육과정 재구성을 위한 도구와 절차 = 50
• 3. 논의점 = 89
• Ⅴ. 결론 및 제언 = 91
• 1. 결론 = 91
• 2. 제언 = 93
• 참고문헌 = 94
• (Abstract) = 96