교육과정의 실행 기준에 관한 연구 - 교육과정 실행 요인 및 기준, 교육과정 실행의 실태 및 개혁의 과제 -

김두정 ( Kim Doojung ),김소영 ( Kim Soyoung ) 인하대학교 교육연구소 2017 교육문화연구 Vol.23 No.2

지금까지 교육과정에서의 기준은 내용기준, 성취기준 등 계획 측면에만 초점을 두고 있다. 교육과정 실행 측면에서의 기준은 소홀하게 취급되고 있다. 이에 본 연구는 교육과정 실행 측면에서의 기준을 설정하고 그 기준을 토대로 한 교육과정 실행의 실태 및 개혁을 위한 과제를 탐구했다. 지금 단계에서 교육과정 실행 기준이라는 개념을 창안하고 그 실제적 효용성을 점검하는 의미에서 교육과정 실태와 개혁을 위한 과제를 분석하고 제안해 보고자 한다. 후속 연구들을 통해 기준의 세련화와 타당도가 더 깊이 탐구되기를 희망한다. 본 연구는 교육과정 실행 기준의 구안을 교육과정 실행에 영향을 미치는 요인 연구들로부터 도출하였다. 그러한 요인들을 교육과정 실행의 성패를 가르는 하나의 기준으로 될 것으로 보았다. 선행 연구를 토대로 교육과정 실행에 영향을 미치는 요인을 교육과정 문서, 학교, 학교 외부요인 등으로 종합하고, 교육과정 실행 기준 또한 교육과정 문서, 학교, 학교 외부 기준 등으로 설정하고 각 기준별 하위 요소들을 설정했다. 예를 들면 교육과정 문서 기준의 하위 요소는 (개정의) 필요성, (진술의) 명료성 등이다. 다음으로, 설정된 교육과정 실행 기준에서 주요한 하위요소를 중심으로 우리나라 교육과정 실행의 실태를 점검해 보는 의미에서 선행연구를 토대로 정리하였다. 마지막으로, 기준을 토대로 정리된 교육과정 실태를 중심으로 우리나라 교육과정 실행의 개혁을 위한 과제가 국가 교육과정 문서, 학교, 학교 외부 등의 측면에서 제안되었다. 그런데, 본 개혁의 과제에서 강조되어야 할 점은 각 교육과정 실행 기준별 개혁과 함께 각 기준 간의 공조와 협력 그리고 상호작용의 중요성 등이다(Westbury & Wilkof, 1978). 교육과정 실행은 교육과정 문서, 학교, 학교 외부 기준 간의 시너지 효과와 상호 작용이 극대화될 때 성공한다. So far, standards related to curriculum have primarily focused on curriculum planning aspects such as content standards and achievement standards, while standards in curriculum implementation aspects were relatively neglected. This study aims to enquire: 1) to set up curriculum implementation standards based on factors influencing on curriculum implementation, 2) to review Korea`s curriculum implementation practices in view of the standards, and to suggest tasks for the improvement of the curriculum implementation practices. The second and the third problems were raised in order to check utilities of established curriculum implementation standards as well as to refine and validate them. Three curriculum implementation standards were drawn from factors influencing on curriculum implementation based on related literature: curriculum document standard, school standard, and external standard to school. Each standard has also its subordinate elements. It is believed that those influencing factors have much impact on quality of curriculum implementation. So, the standards were drawn from the factors. Korea`s major curriculum implementation practices were reviewed in terms of the three curriculum implementation standards and their major subordinate elements. In addition, tasks for the improvement of the curriculum implementation practices were suggested in such areas as national curriculum documents, school practices, and related institutes or groups including ministry of education, school district, community, and parents. Finally it is especially emphasized that the three standards of curriculum documents, schools, and the institutes and groups should be closely related and interacted. Therefore, curriculum documents and all institutes and groups are commonly responsible for meeting all the three curriculum implementation standards and their subordinate elements.

전문학습공동체를 통한 교육과정 개혁: 하향식 및 상향식 의사결정의 균형과 통합을 중심으로

김두정 ( Doojung Kim ) 한국교육과정학회 2015 교육과정연구 Vol.33 No.3

The goal of this study was to suggest a new alternative approach to current top-down and bottom-up curriculum reforms, neither of which has been regarded as successful. “Curriculum” could be defined as decision-making related to teaching-learning plan and its implementation to achieve educational goals. The following research questions were raised: 1) what are the major problems that drove the search for an alternative approach? 2) what is that alternative approach?and 3) what are the implications of the study? The main problems that necessitated the alternative approach were: 1) the hierarchical and separate accountabilities among the government, local school districts, and schools, 2) the absence of cooperative relational procedures among the government, local school districts, and schools, 3) insufficient feedback and support regarding the autonomy of schools and teachers, and 4) the return to the top-down approach instead of the autonomy of schools and teachers was due to insufficient preparation. The alternative approach to improving the main problems raised by current curriculum reforms might be called “schools as professional learning communities (PLC),” where government, local school districts, and schools are linked with continuous interactions on the principle of permeable connectivity (Fullan, 2007: 262). As PLCs, the schools are focused both on students’ learning and the linkage of schools within each district. They aim to build the capacities of their own schools through cooperation among the teachers, local school districts, and government. The capacity building by schools is more important than their accountability. Discussions were made in terms of: 1) making clear relational procedures for permeable connectivity by mandates, regulations, or laws among government, local school districts, and schools, 2) to establish the same educational goals focused on students, 3) to encourage cooperative leadership by school principals, and 4) to be alert to “false clarity” of reforms. Finally, some implications of the study will also be suggested.

실용주의(pragmatism)와 교육, 교육과정

김두정 ( Doojung Kim ) 한국교육과정학회 2017 교육과정연구 Vol.35 No.3

This study aimed to emphasize educational and curricular innovation in Korea`s context in the direction of implementation, life, and activities instead of planning, knowledge, and educational goals respectively in view of pragmatism. According to pragmatism, the meaning of abstract ideas is determined by their practical results, that is behaviors. It also asserts that education should aim to preserve human lives; education is continuous reconstruction of experiences, which aims at enhancement of quality of experiences for better lives. Learning activities should be valued in themselves, not a means of educational goals, according to pragmatism. Educational goals are temporary assumptions which must be tested through units of experience consisting of educational activities. This study have explored main points of pragmatism and drawn messages of it to education and school curriculum. It also has analyzed a few specific cases of education and curriculum such as “free semesters”, “the national curriculum revised in 2015”, and “leveled curriculum” in Korea`s context. The study finally suggested some tasks for improvement of education and curriculum in Korea in terms of pragmatism.

상위제어 시나리오를 고려한 이중4절기구 자동 테일게이트 기구해석

김태연(Taeyeon Kim),김두정(Doojung Kim),홍성태(Seongtae Hong) 대한기계학회 2024 大韓機械學會論文集A Vol.48 No.3

Recent advancements in automatic tailgate technology have led to its commercialization. To meet the demands for efficient assembly processes and more compact hardware constraints, there was a need to design the mechanism of the actuation system for the automatic tailgate in a different way, departing from the direct attachment approach. In this study, we designed a mechanism that employs a dual four-bar linkage structure, allowing the attachment of the actuator to the frame of the tailgate instead of the vehicle body. Furthermore, by mathematically analyzing the designed mechanism, we secured the potential for optimizing the mechanism and ability to implement advance control methods.

초·중등학교 통일 교육과정 연구 동향과 과제

송명현(Myunghyun Song),김두정(Doojung Kim),김소영(So young Kim),이윤소(Yunso Lee) 중앙대학교 한국교육문제연구소 2016 한국교육문제연구 Vol.34 No.3

본 연구에서는 초·중등학교 통일 교육과정 연구 동향을 분석하기 위해, 한국학술연구정보서비스(RISS) 에서 제공하는 국내 학술지 논문 100편을 선정하였다. 그리고 연구시기별, 연구방법론별 준거를 토대로 주제별 내용분석을 실시하였다. 분석결과, 첫째, 정부 시기별 연구 동향은 2000년대 이후로 양적 증가 추이를 보였는데, 특히 김대중 정부와 노무현 정부와 맞물려 있는 7차 교육과정 시기에 남한의 통일 교육과정 연구가 43.2%의 높은 비중을 차지하였다. 둘째, 통일 시기별 연구 동향은 통일 대비 교육과정 연구가 92.0%(그 중 남한 교육 과정 80.4%)로 높게 나타났다. 셋째, 방법론은 문헌 연구가 94.0%로 가장 높게 나타났다. 넷째, 문헌연 구는 교과 교육과정에 대한 연구가 89.4%로 두드러지게 나타났으며, 교과 분석은 도덕, 사회, 국어 순 으로 많이 수행되었다. 분석결과를 통해 통일 교육과정의 과제 다섯 가지를 도출하였다. 첫째, 통일 교육과정 연구의 관점은 점차 ‘통일 한국(통합적) 교육과정연구’로 확대해 나가야 한다. 둘째, 북한 교육과정에 대한 철저한 이해 를 통해 통일 교육과정 연구가 진행되어야 한다. 셋째, 통일 교육과정 연구와 정부 성향 및 통일 정책과 의 상관성에 대한 연구가 필요하다. 넷째, 통일 교육과정 연구의 주제에 따라 보다 다양한 연구 방법이 활용될 필요가 있다. 다섯째, 통일 교육과정에 연계된 보다 다양한 교과 교육과정에 대한 분석 연구가 이루어져야 한다. This study analyzed approximately hundreds of previously published journal articles on Korea’s unification curriculum which were enlisted in RISS(Research Information Sharing Service) data base in KERIS(Korea Education & Research information Service). A thematic analysis was applied in consideration of research period and method criterion. The results of this study are as follows. First, there was an increasing trend of research on the unification curriculum from the past administration in 2000. During the 7th curriculum reform by former president D. J. Kim and M. H. Roh, there was a significant expansion (43.2%) on number of research articles on unification curriculum. Second, regarding the curriculum by phase of the unification, research on “Curriculum for Unification Preparation” took the highest share with 92.0 percent. In terms of the research method, review of related literature was the highest (94.0 percent). Study on the course of the study was prominent for the literature review while analysis of curriculum was mostly done on Ethics, Social Studies and Korean. Based on the analysis of research, the researchers drew five recommendations for future studies. First, the focus of the study on unification curriculum should be gradually expanded to the curriculum studies for a unified Korea. Second, the unification curriculum studies should be based on a clear understanding of North Korea's curriculum. Third, there should be a study on the relationship between education courses and government policy on unification. Fourth, a variety of research methods need to be utilized for the unification curriculum. Finally, analytical research on more various subject areas related to the unification curriculum should be conducted.