특수학교 교육과정 평가 모형과 평가 준거 연구 = (A) Study on the Evaluation Model and Evaluation Criteria of the Curriculum of Special Schools

다국어 초록 (Multilingual Abstract)

The purpose of this study was to develop an evaluation model and evaluation criteria to increase the effects of special education and manage the quality of the curriculum. The following agenda were set for this study.
First, what should the special school curriculum evaluation model be like?
Second, what are the evaluation criteria for special school curriculum?
To resolve these two agenda, both theoretical and empirical methods were applied together. First of all, theoretical methods were applied to design a curriculum evaluation model in 3 steps. In the first step, we collected, sorted and analyzed curriculum evaluation models related to this study through literature analysis reviewing previous studies related to curriculum evaluation models. In the second step, elements that would compose an evaluation model through the establishment of curriculum and curriculum evaluation concept and the analysis of the evaluation related elements were selected and organized. In the third step, the designed curriculum evaluation model was validated.
The special school curriculum evaluation model induced through these processes had a three dimensional structure composed of curriculum elements, curriculum aspects and evaluation functions. Curriculum elements mean the areas for evaluation and they may be divided into learners, contents, teachers and environments. Curriculum aspects mean the process of input, practice and output of the areas for evaluation (four elements of curriculum). Evaluation functions have sub elements of technology, interpretation and judgment.
The developed model satisfied the requirements of the validation tool called 'Conditions of Curriculum Evaluation Model', which was developed internally. The contents of the validation tool are as follows.
① Contents: The components of the curriculum evaluation model should include curriculum elements and related elements and evaluation methods.
② Functional Conditions: The curriculum evaluation model should be designed to induce curriculum evaluation criteria and evaluate the induced evaluation criteria.
③ Methods: The components of the curriculum evaluation model should be organized systematically.
④ Contextual Conditions: The curriculum evaluation model should be composed based on the curriculum evaluation concepts and curriculum evaluation logics.
On the other hand, the issue to set the curriculum evaluation criteria was resolved by inducing evaluation criteria through theoretical studies and verifying the validity of the induced criteria. Detailed processes are as follows.
First of all, variables were abstracted by analyzing the literature related to evaluation criteria, selecting appropriate ones and setting them as 'Evaluation Criteria'. The criteria were verified through empirical study such as 'Factor Analysis'.
As the result of this study, a total of 37 items were set as the special school curriculum evaluation criteria.
Learner related criteria: congruence of the selection of the trainees for special education, relevance of the placement of the trainees for special education, dynamics of peer group activities, skillfulness of academic techniques, academic achievements, faithfulness of behavioral development, achievement of discrete subjects, achievement of club activities, effectiveness of remedy educational activities, effectiveness of transition education
Curriculum Contents related criteria: consistency and relevance of educational goals, congruence of curriculum scheduling, congruence, relevance and efficacy of club activities, relevance and efficacy of discrete subjects, relevance of remedy education, faithfulness of customized programs, properness of contents adjustment, faithfulness of discipline, relevance of individualized transition education, educational content contribution
Teachers related criteria: qualification and professionalism of teachers, congruence of teacher placement, relevance of teaching activities, relevance of teaching strategies, relevance of teaching materials, relevance of evaluation, faithfulness of coordinating professors, faithfulness of teachers' training, teacher contribution
Environments related criteria: relevance of curriculum support, congruence of curriculum related organizations and faithfulness of activities, relevance of school and class rules, properness of educational elements coordination, faithfulness of the operation of reference and information processing room, faithfulness of the operation of special rooms, contribution to educational environments
The special school curriculum evaluation criteria were verified through confirmatory factory analysis and they were proven valid. The reliability related this verification was very high.
The conclusions of the study are as follows.
First, the special school curriculum evaluation model developed from this study can be applied to the field in order to evaluate the special school curriculum.
Second, the special school curriculum evaluation criteria developed from this study can be applied to the field in order to evaluate the special school curriculum.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 및 문제 = 4
• 3. 용어 정의 = 4
• Ⅱ. 관련 문헌 검토 = 5
• 1. 선행 연구의 경향과 현황 = 5
• 2. 교육과정 평가 모형 연구 = 7
• 3. 교육과정 평가 준거 연구 = 36
• Ⅲ. 연구 방법 = 40
• 1. 이론적 연구 = 40
• 2. 경험적 연구 = 41
• Ⅳ. 특수학교 교육과정 평가 모형 개발 = 45
• 1. 교육과정 평가 개념의 정립 = 46
• 2. 교육과정 평가 관련 변인 = 52
• 3. 특수학교 교육과정 평가 논리 = 64
• 4. 특수학교 교육과정 평가 모형의 설계 = 74
• 5. 교육과정 평가 모형의 타당화 = 79
• Ⅴ. 특수학교 교육과정 평가 준거 설정 = 87
• 1. 평가 준거 관련 변인의 탐색 = 87
• 2. 평가 준거 변인의 추출 = 100
• 3. 평가 준거의 설정 = 105
• 4. 평가 준거의 타당화 = 115
• Ⅵ. 논의 = 123
• Ⅶ. 요약 및 결론 = 131
• 1. 요약 = 131
• 2. 결론 = 134
• 참고 문헌 = 135
• ABSTRACT = 147
• 부록 = 152