대안학교 교육과정을 통해 본 교육과정 자율화의 방향

김소영 부산대학교 교육발전연구소 2021 교육혁신연구 Vol.31 No.1

연구목적: 현대 사회는 획일적인 교육에서 벗어나 학생 개인의 적성이나 진로에 맞는 개별화되고 다양화된 교육의 실현을 위한 방안으로 교육과정 자율화의 중요성이 지속적으로 강조되고 있다. 이에 일반 학교와 차별화된 교육과정과 운영형태를 지닌 새로운 방식의 학교인 대안학교 교육과정을 통하여 교육과정 자율화의 방향을 제시하고자 한다. 연구방법: 교육과정 자율화의 의미와 공교육체제인 학력 인정 대안학교의 유형, 유형별 관련 법령 및 규정을 탐색하였다. 각종학교 교육과정을 분석하기 위하여 입학 대상별로 유형을 분류하여, 유형별 학교 교육과정을 편성과 운영의 측면을 살펴보았다. 연구결과: 대안학교 교육과정 편성 측면으로는 첫째, 학교의 특성이 반영된 교과가 편성되어 있다. 둘째, 보통교과와 전문교과의 비중은 학생의 흥미와 적성에 따라 자율적으로 운영하고 있다. 셋째, 학생의 진로 탐색에서 상급 학교의 진학도 선택할 수 있도록 교육과정을 편성하고 있다. 대안학교 교육과정 운영 측면으로는 첫째, 교과 활동과 비교과 활동의 연계를 활용하고 있다. 둘째, 다양한 교과를 개설하여 학생의 과목 선택권을 확대하고 있다. 셋째, 다양한 기관과의 협약 등을 통해서 지역사회와의 연계를 구축하여, 협력 기반을 구축하고 있다. 논의 및 결론: 교육과정 자율화를 위한 방향을 제시하면, 첫째, 교육과정 실행 주체들의 협력 기반을 구축해야 한다. 둘째, 입시에서 전문교과나 비교과 활동 등이 중요한 역할을 할 수 있도록 하는 제도의 개선이 필요하다. 셋째, 지역사회 요구를 교육과정에 반영하는 형태로 교과의 추가․신설이 필요하다. Purpose: This study emphasizes the importance of curriculum autonomy as a way to realize diversified education according to students' aptitudes and career paths in modern society. Therefore, we want to present the direction of curriculum autonomy through an alternative school curriculum that is different from that of ordinary schools. Method: The meaning of curriculum autonomy and the types of alternative schools that are recognized as a public education system, and related laws and regulations for each type were explored. In order to analyze the curriculum of miscellaneous schools, we classified the types according to the enrollment target and looked at the aspects of organizing and managing the school curriculum for each type. Results: In terms of alternative school curriculum composition, first of all, subjects that reflect the characteristics of the school are arranged. Second, the ratio between regular subjects and specialized subjects is managed autonomously according to students' interests and aptitudes. Third, the curriculum is structured so that students can choose to go to college in their career exploration. In terms of operation of the alternative school curriculum, first, the linkage between the curriculum and comparative activities is utilized. Second, we opened a variety of subjects to broaden our students' choices. Third, through agreements with various organizations, we are building cooperation with local communities and building a foundation for cooperation. Conclusion: To present the direction for course autonomy, it is first necessary to build a foundation for the cooperation of curriculum implementers. Second, it is necessary to improve the system so that specialized subjects and comparative activities can play an important role in entrance examinations. Third, it is necessary to add and establish new subjects in a way that reflects the needs of the local community in the curriculum.

교육과정 성숙도 구성요인 탐색 및 교육과정 컨설팅 프로그램의 설계에 관한 연구

정민수 한국열린교육학회 2022 열린교육연구 Vol.30 No.4

The purpose of this study is to propose a design and operation plan for a curriculum consulting program by exploring the components of the curriculum maturity of elementary school teachers participating in the curriculum conference. To this end, prior research related to curriculum consulting was analyzed and a teacher-learning community centered on the same grade was formed to reconstruct the teacher-level curriculum. In addition, elementary school teachers participating in the curriculum conference were interviewed and a basic survey on the maturity of the curriculum was conducted through an open questionnaire. After that, 24 component factors needed for elementary school teachers were derived through a Delphi survey on the expert group and the selection of component factors of curriculum maturity. However, through the selection meeting of the curriculum expert group, the final 20 component factors were selected by excluding the component factors that were difficult to reinforce the reconfiguration capacity through curriculum consulting. Specifically, in order to compose a systematic curriculum consulting program, the curriculum maturity that elementary school teachers should have was classified into four core scales: curriculum diversity, curriculum systems, curriculum specificity, and curriculum effectiveness. In addition, the curriculum maturity reflected in the curriculum consulting program was refined into the competency and execution level of the curriculum for each core scale, and the curriculum consulting program was devised by modularizing it. In other words, in order to effectively operate the curriculum consulting program, each module consists of 4 stages: Diagnosis, Deliberation, Development, and Advancement. In conclusion, it could be said that the reconstruction of the teacher-level curriculum of the teacher learning community through curriculum consulting became a useful scaffolding strategy for improving curriculum literacy and strengthening the professionalism of participating teachers. 본 연구의 목적은 교육과정 컨퍼런스에 참여하는 초등교사들의 교육과정 성숙도의 구성요인을 탐색하여 교육과정 컨설팅 프로그램의 설계 및 운영방안을 제시하는데 있다. 이를 위해 교육과정 컨설팅과 관련된 선행연구를 분석하고 교사수준 교육과정의 재구성을 위한 동학년 중심의 교사학습공동체를 구성하였다. 또한 교육과정 컨퍼런스에 참여하는 초등교사들을 인터뷰하고 개방형 설문지를 통해 교육과정 성숙도에 대한 기초조사를 실시하였다. 이후 전문가 집단에 대한 델파이조사와 교육과정 성숙도의 구성요인 선정과정을 거쳐 초등교사에게 필요한 24개 구성요인을 도출하였다. 그러나 교육과정 전문가 집단의 선정회의를 다시 거쳐 교육과정 컨설팅으로 재구성역량 강화가 어려운 구성요인을 제외하여 최종 20개 구성요인을 선정하였다. 구체적으로 체계적인 교육과정 컨설팅 프로그램을 구성하기 위해 초등교사가 갖춰야 할 교육과정 성숙도를 과정다양성, 과정체계성, 과정특수성, 과정효과성의 4가지 핵심척도로 분류하였다. 또한 교육과정 컨설팅 프로그램에 반영하는 교육과정 성숙도를 각 핵심척도별 교육과정의 능력 및 실행수준으로 섬세화하고, 이를 모듈화하여 교육과정 컨설팅 프로그램을 구안하였다. 즉, 교육과정 컨설팅 프로그램을 효과적으로 운영하기 위해 각 모듈을 진단(Diagnosis), 숙의(Deliberation), 개발(Development), 발전(Advancement)의 4단계로 구성하였다. 결론적으로 교육과정 컨설팅을 통한 교사학습공동체의 교사수준 교육과정 재구성은 참여교사들의 교육과정 문해력 향상과 전문성 강화에 유용한 비계설정 전략이 되었다고 할 수 있었다.

기조 발표(基調 發表) : 한국(韓國)의 한문과(漢文科) 교육과정(敎育課程)

윤재민 ( Jae Min Yoon ) 한국한자한문교육학회 2011 漢字 漢文敎育 Vol.26 No.-

韓國에서 漢文이 獨立敎科로 敎授되기 始作한 것은 1972年 2學期 以後 中·高等學校에서이다. 그 以前에는, 初·中·高等學校 共히 漢文이 國語 敎育의 一部로서 部分的으로 敎授되거나 아예 敎授되지 못하기도 하였다. 1945年 解放 以後 韓國의 公式的인 制度敎育 內 敎育課程의 制定은 美軍政廳에 依해서 이루어졌다. 漢字 敎育과 關聯하여 美軍政廳이 最初로 시행한 조처는, 軍政廳 學務局의 ``暫定的 國語 敎育의 臨時措處``로부터라고 할 수 있다. 곧 이 조처는 初等學校 國語敎科書에서 漢字와 國文의 混用 또는 欄外 倂記를 部分的으로 許容함으로써 初等學校에서 漢字 敎育이 一定하게 施行되도록 하였다. 한편 美軍政廳 編修局이 1947년 9월 1일 제정 시행한 ``敎授 要目``은 中·高等學校에서 國語科의 補充 敎材의 形式으로 漢文 科目을 選擇할 수 있도록 하였다. 이후 1951년에 문교부는 戰時 학습방침을 수립하면서 漢字 敎育과 관련하여 劃期的이라고 할 수 있는 정책을 마련한다. 곧 이 해 9월 漢字·漢文 敎育史上 최초로 ``常用一千字表``를 제정 공포한 것이 그것이다. 이 常用漢字 1,000자는 이후 1957년 11월에 제정한 ``임시제한한자 1,300자`` 및 1972년 8월에 제정하고 2000년 12월에 이를 다시 調整 公布한 ``중·고등학교 한문교육용 기초한자 1,800자``의 선구가 되는 것이다. 1955年 8月 1日 告示된 第1次 敎育課程에서는 初等學校의 境遇에 漢字 敎育에 對한 明示的 規定을 별도로 두지 않았지만, 漢字 敎育이 如前히 施行되고 있었다. 中學校의 境遇에는 國語科 敎育課程아래에 ``漢字 및 漢字語 學習``에 대한 규정을 별도로 두어 漢字·漢文 敎育이 독립된 교과서를 갖는 하나의 과목으로 敎授될 근거를 마련해 놓았다. 高等學校의 境遇에는 역시 國語科 敎育課程아래에 ``漢字 및 漢文 指導`` 규정을 두어 選擇敎科 國語(2)의 한 領域으로 ``漢文`` 과목을 設定하였다. 1963年 2月 15日에 告示된 第2次 敎育課程에서는 初等學校의 境遇에 國語科 4學年 學年目標에 漢字 關聯 規定을 명시적으로 두어 한자 교육을 보다 강화하였다. 중·고등학교의 경우에는 제1차 교육과정에서와 마찬가지로 國語科 敎育 課程 속에 관련 규정을 그대로 두되, 漢字·漢文 敎育을 보다 강화하였다. 가령, 고등학교의 경우 ``國語Ⅰ``에서의 漢字 敎育 以外에도, 人文系 課程의 境遇 國語 Ⅱ의 한 科目으로 18單位(文法⑷, 漢文⑹, 古典⑷, 作文⑷) 가운데 漢文 6單位, 職業系 課程의 境遇 漢文 6單位를 履修하게 하였다. 그러나 1969年 9月 4日 改定되어 1970年1學期부터 施行된 敎育課程 部分 改定에서는 初等學校와 中學校의 國語 및 高等學校의 國語Ⅰ의 敎育課程에서 漢字 및 漢文 關聯 條項을 削除하여 漢字, 漢文 敎育을 아예 廢止하고 말았다. 다만 人文系 高等學校 國語Ⅱ에 있는 漢文의 境遇에만 單位數를 6單位에서 8單位로 增加시켜 존속시켰을 뿐이다. 中·高等學校에서 漢文 敎育이 復活한 것은 1972年 2月 28日 告示되고 이 해 2學期부터 施行된 敎育法 施行令에 依해서다. 이 施行令에 依하여 中·高等學校에 漢文 敎科가 獨立 新設되어, 이 해 2學期부터 漢文이 獨立 敎科로서 公式的으로 敎授되기 始作하였다. 中·高等學校 各900字씩 ``漢文敎育用 基礎漢字`` 1,800字를 制定하여 公布한 것도 바로 이 무렵인 1972年 8月 16日의 일이다. 1973年 8月 31日에 告示된 第3次 敎育課程에서부터 第5次 敎育課程에 이르기까지는 中·高等學校에서 漢文이 獨立 敎科로서 사실상 必修科目으로 施行 된 時期이다. 곧 中學校 漢文은 1, 2, 3學年 各其 週當1時間씩 必修 科目으로 敎授되었다. 高等學校의 境遇에는 漢文Ⅰ은 共通必修 또는 必修選擇, 漢文Ⅱ는 人文系 必修(但, 3, 4次 敎育課程에서는 課程別 必修, 5次 敎育課程에서는 課程別 選擇)로 亦是 사실상 必修 科目으로 敎授되었다. 1992年 6月 30日 告示되고 1995年부터 施行된 第6次 敎育課程 以後 漢文 敎科는 中·高等學校 共히 必須科目에서 選擇科目으로 轉落했다. 곧 第6次 敎育課程에서는 中學校 漢文이 選擇 科目으로 되었고, 高等學校 漢文Ⅰ, 漢文Ⅱ가 課程別 必修科目으로 바뀌었다. 高等學校의 課程別 必修 科目이란 市·道 敎育廳이 選擇해야 該當 敎育廳 所屬 學生들이 履修하는 選擇 科目이다. 結局 第6次 敎育課程에서는 漢文 敎科가 中·高等學校 共히 選擇科目으로 된 셈이다. 한편, 이 第6次 敎育課程에서 特記할 事項은 初等學校 漢字 敎育과 關聯한 條項을 添附하였다는 것이다. 곧 初等學校에 ``學校 裁量 時間``을 新設하면서, 이 時間에 活用할 수 있는 敎育 活動으로 漢字를 몇몇 다른 科目들과 함께 例示함으로써 制限的이나마 漢字 敎育이 可能하도록 하였던 것이다. 1997年 12月 30日 告示되고 2001年부터 施行된 第7次 敎育課程에서는 中學校 漢文이 敎科 裁量 活動 時間에 學習해야 할 選擇科目으로 되었고, 高等學校 漢文이 2, 3學年 選擇科目으로서, 一般選擇 科目群에 漢文⑹, 深化選擇 科目群에 漢文古典⑹으로 開設되었다. 2007年 改定 敎育課程에서는 中學校 漢文이 敎科 裁量 活動 時間에 學習해 야 할 選擇科目으로 되었고, 高等學校 漢文이 2, 3學年 選擇科目으로서 普通 敎科 敎養 科目群(漢文, 敎養科目群)에 漢文I⑹, 漢文Ⅱ⑹로 開設되었다. 그러나 2007年 改定 敎育課程은 얼마 施行해 보기도 전에 2009年 改定 敎育課程으로 다시 再改定되었는바, 이에 따르면 中學校 漢文은 選擇科目群의 하나로 되었고, 高等學校 漢文은 普通 敎科의 生活·敎養 敎科群에 漢文I(5), 漢文 Ⅱ(5)로 開設되어 있다. 한편 2009年 改定 敎育課程에서 特記할 事項은 初等學校 漢字 敎育과 關聯한 條項을 다시 添附하였다는 것이다. 곧 初等學校에서 漢字敎育을 關聯敎科(群)와 創意的 體驗活動 時間을 活用하여 指導할 수 있도록 하고, 또 學校 級別 共通事項으로 提示된 凡敎科 學習 主題 中의 하나에 漢字敎育을 包含시켜서 敎育할 수 있도록 한 것이다. In Korea, Korean Classical Chinese began to be instructed as the independent subject after the second semester, 1972 in middle·high schools. Before that, in elementary·middle·high schools, Korean Classical Chinese was instructed as part of the Korean Language or never instructed. After liberation in 1945, in the formal institutional education of Korea, the establishment of the curriculum was done by U.S. Military Government Office. In relation to Chinese Character education, the first measure by the Office was the temporary one of Korean Language education lead by the Education & Management Bureau. Through such a measure, in the elementary Korean Language textbooks, Chinese Character and the Korean alphabet`s mingling or combined recording in the margin was partially accepted so intended to implement Chinese Character education constantly in the elementary school. In the mean time, through ``Instruction Program`` enforced by the Textbook Compilation Bureau, U.S. Military Government Office on the 1st, Sep. 1947, in the middle·high schools, it came to be possible to select Korean Classical Chinese subject as the form of the complementary teaching material for Korean Language class. In 1951, the Ministry of Culture & Education established the wartime learning policy and prepared the epoch making policy on Chinese Character education. In other words, on September of the year firstly on the history of Chinese characters & Classical Chinese education, it promulgated ``The Table of One Thousand Letters in Common Use``. Such one thousand Chinese Characters in common use were the initiative of ``1, 300 Chinese Characters Tentatively Limited`` enacted on Nov. 1957 and ``Basic 1,800 Chinese Characters for Middle·High School Education`` enacted on Aug. 1972 and adjusted on Dec. 2000. In the 1st Curriculum notified on the 1st, Aug. 1955. There was no explicit provision on Chinese Character educationin the elementary school but it was still enforced. In case of middle school, through preparing a provision on the ``Chinese Character & Chinese Word Learning`` under Korean Language curriculum, it made a foundation for Chinese characters & Classical Chinese education to be instructed as the subject having an independent textbook. In case of high school, a provision was a prepared on ``Chinese characters & Classical Chinese Instruction`` also under Korean Language curriculum so set ``Korean Classical Chinese`` as the area of the selective subject of Korean Language(2). In the 2nd Curriculum notified on 15th, Feb. 1963, a provision was prepared explicitly on Chinese Character as the aim of the Korean Language class in the 4th grade of the elementary school so Chinese Character education was more intensified. In case of the middle·high schools, like the 1st Curriculum, the related provision was maintained in the Korean Language curriculum but Chinese characters & Classical Chinese education was even more strengthened. For example, in case of high school in addition to Chinese Character education under Korean LanguageⅠ, among 18 units(grammar(4), Korean Classical Chinese(6), classics(4), composition(4)), six units of Korean Classical Chinese was completed as the subject of Korean Language Ⅱ in the general course and six units of Korean Classical Chinese in the vocational course. However, through the partial amendment of the curriculum revised on 4th, Sep. 1969 and enforced from the 1st semester in 1970, in the curriculums of Korean Language for elementary and middle schools and of Korean LanguageⅠ for high school, a provision on Chinese characters & Classical Chinese education was omitted so its education was eventually abolished. Only in case of Korean Language Ⅱ for the general course of high school, the number of units of Korean Classical Chinese increased from 6 to 8 units so it was continued. In the middle·high schools, the recovery of Korean Classical Chinese education was done by the Enforcement Ordinance of the Educational Law notified on 28th, Feb. 1972 and enforced from the 2nd semester of the year. By such an Ordinance, in the middle·high schools, Korean Classical Chinese subject was newly and independently established and it began to be instructed formally as the independent subject from the 2nd semester of the year. Also, on 16th. Aug. 1972, ``1,800 Basic Chinese Characters for Education``, 900 characters respectively was enacted and notified in the middle·high schools. From the 3rd Curriculum notified on 31th, Aug. 1973 to the 5th, it was periods that Korean Classical Chinese was required as the independent subject. In other words, in the middle school, Korean Classical Chinese was instructed as the required subject for 1hour per week in the 1,2,3 grade each. In case of high school, it was also instructed as the required subject, that is, Korean Classical ChineseⅠ as the required commonly or selective essentially and Korean Classical Chinese Ⅱ as the required(however, as the required by course in the 3rd, 4th Curriculum, as the selective by course in the 5th). After the 6th Curriculum notified on 30th, June, 1992 and enforced from 1995, Korean Classical Chinese subject fell from the required to the selective course in middle·high schools. In the 6th Curriculum, Korean Classical Chinese of middle school changed into the selective subject and Korean Classical ChineseⅠ, Ⅱ of high school into the required by course. In the high school, the required subject by course refers to the selective subject which city·province educational bureaus select and then students under the pertinent bureau may complete. In the end, in the 6th Curriculum, Korean Classical Chinese subject came to be the selective subject in both middle and high schools. Meanwhile, in the 6th Curriculum, what is specially noteworthy is the adding the provision on Chinese Character education in the elementary school. In other words, while newly establishing ``Discretionary Class`` in the elementary school, Chinese Character was exemplified as the educational activity to be used with several other subjects. So, though limited, Chinese Character education could be possible. In the 7th Curriculum notified on 30th, Dec. 1997 and enforced from 2001, Korean Classical Chinese of middle school became the selective subject to be learned in the discretionary class. And, Korean Classical Chinese of high school, as the selective subject in the 2nd, 3rd grades, was opened into Korean Classical Chinese(6) in the general selective subject group, and into Chinese Classics(6) in the further selective subject group. In the revised Curriculum in 2007, Korean Classical Chinese of middle school became the selective subject to be learned in the discretionary class. And Korean Classical Chinese of high school, as the selective subject in the 2nd, 3rd grades, was opened into Korean Classical Chinese I(6), Korean Classical Chinese Ⅱ(6) in the common subject, cultural subject group(Korean Classical Chinese, cultural subject group). However, the 2007 revised Curriculum was immediately re-amended into the 2009 revised Curriculum. Under this Curriculum, Korean Classical Chinese of middle school became one of the selective subject groups. And Korean Classical Chinese of high school was opened into Korean Classical Chinese I(5), Korean Classical Chinese Ⅱ(5) in the life·culture subject group among the common subjects. In the mean time, in the 2009 revised Curriculum, what is specially noteworthy is adding the provision on Chinese Character education of elementary school again. That is, it made possible to instruct Chinese Character using the related subject(group) and creative experience activity in the elementary school including Chinese Character education into one of pan-subject learning themes presented as the common by class and school.

Development of Competency-oriented Social Multimedia Computer Network Curriculum

Huh, Jun-Ho,Seo, Kyungryong Korea Multimedia Society 2014 The journal of multimedia information system Vol.1 No.2

In the revised 2015 curriculum, it is emphasized that fostering of the students as the capable 'creativity-convergent' individuals can be achieved by offering them the opportunities to cultivate the basic knowledge in liberal arts, society and scientific technologies through schooling. While retaining the basic principle of 'fostering creative people', this fundamentally-reformed curriculum involves improvements in the elementary and middle school curriculums in response to the national and social demands in which active responses to the changes in the educational environments and amelioration of the problems posed in the field applications are required. Accordingly, a novel future-oriented curriculum is necessary for the classroom teaching, and to realize the goal, the 'Competence-oriented Social Multimedia Computer Network Curriculum' adopting the virtualization and the 'Bottom-up' methods has been proposed in this paper as a feasible and practical curriculum. Our curriculum will be compared with the recent Cisco high school curriculum and analyzed contemplating recent curriculums in US, UK, Japan and India. Two 1-year practice courses are examined to prove the validity of the proposed curriculum for a period of two years as a qualitative research project. The results of the comparative analysis will show that our proposed curriculum is superior to the Cisco high school curriculum in the aspects of economic feasibility and learning satisfaction.

Teachers' Roles in Curriculum Design

김재우 한국기독교교육학회 2019 기독교교육논총 Vol.0 No.57

The purpose of this study is to define teacher’s major roles when they design curriculum plan in the church. Definition of curriculum and difference between curriculum and curriculum plan are explained first. When churches plan to change their curriculum or design curriculum plan, objective, scope, content, learners, and methods should be considered and teachers have important roles in these five areas. First, a teacher should know both objectives of the curriculum and clear purposes and objectives for Christian education in the church, so that they can evaluate the objectives of the church can be fulfilled effectively through the curriculum. Also, the personal philosophies of the teacher should agree with them. Second, teachers should define the scope and content of the curriculum. Scope means what learners will be taught through the curriculum. It can be wide enough to study all the Bible or can be narrow so that only one subject will be studied in the class. Third, teachers should know learners and learning methods. Teachers should recognize the learner’s thought, concept, circumstances, and learning style so that teachers will design an effective curriculum. Choosing a curriculum should be started with knowing learners. Last, teachers should recognize that they are the most important curriculum resource and try to develop themselves continually. A teacher is one of the most important factors in Christian education. It is explained what teachers should do in choosing a curriculum in the church and reminded teachers themselves are the most important factor in curriculum design through this study.

Analysis and Suggestion of 2022 revised national curriculum based on 2015 revised national curriculum and previous research

김한나 CHONGSHIN UNIVERSITY 2022 CHONGSHIN REVIEW Vol.27 No.-

Korea has made constant efforsffrom the past to the present to provide basic education for students and education that enables them to develop individual careers.tThe government has decided that itewould be beneficial to reorganize the new curriculum once again and has a plan to reorganize it with a new curriculum. In thisdnew curriculum, The Korean Ministry of Education has announced that the high school credit system will be partially introduced by 2022 and fully introduced by 2025 after sufficient preparation. However, a careful approach is required since there are many things to consider before convertaing the current high school curriculum, which is currently operating in a unit system, to a credit system. To this end, teis paper analy es the the differences between the 2015 revised national curriculum and the 2022 revised national curriculum,Mmatters to be considered when introducing the chance,Sand the suitability for the current educational situation. Also,Iin this paper, the 2022 revised national curriculum was proposed through the analysis of 2015 revised national curriculum and previous researc to suggest the perspective of upper-level educational administrative institutions and teacher supply and demand. This study is expected to havefhave meaningful implications for securing diversity in the 2022 revised national curriculum.

국가 수준 교육과정에 따른 단위 유치원 교육과정 편성 현황

이대균,백경순 한국영유아교원교육학회 2006 유아교육학논집 Vol.10 No.3

The purpose of this study was to analyze the actual conditions of the kindergarten yearly curriculums which were compiled by characteristics of district, level of child development, and the kindergarten characteristics, based on guidelines of the national kindergarten curriculum and the district indication of compilation and management of the kindergarten curriculum, to provide research materials and betterment devices for improving the quality of kindergartens. The subjects of this study were the kindergarten curriculum of 100 public/private kindergartens in A province. This study was analyzed in four different sections:(1) the reflection standard of higher goals such as national or district curriculum guideline, (2) the reflection standard of actual condition of kindergarten such as characteristics of district, level of child development, and experience of teacher, (3) the standard of reflection of the previous year of the kindergarten curriculum assessment, and (4) the standard reflection of individuality of curriculum compilation. The results of this study were that most kindergarten curriculums were compiled by the national kindergarten curriculum, the district indication of compilation and management of the kindergarten curriculum. However, there were insufficiencies in the reflection standard of kindergarten district characteristics, level of child development, curriculum compilation by localization, the standard of reflection of the previous year of the kindergarten curriculum assessment, and the standard reflection of individuality of curriculum compilation. There were two recommendations to solve these problems based on the results of this study:first, a teacher training program for curriculum compilation, and second, a supervisory program and activation of kindergarten assessment program. 본 연구는 유아교육법에 따라 국가 수준의 교육과정과 시․도 유치원 교육과정 편성․운영 지침을 바탕으로 지역 특성, 유아 발달 정도, 유치원 실정에 알맞게 편성하여 1년 동안 유치원 운영에 사용하도록 되어있는 단위 유치원 교육과정의 편성 실태를 분석하고 개선 방안을 제시함으로써 궁극적으로는 유치원 교육의 질적 수준을 향상시키기 위해 필요한 자료를 제공할 목적으로 수행되었다. 연구 대상은 A광역시내에 소재하고 있는 100개 공․사립유치원의 단위 유치원 교육과정이었으며 실태 분석은 첫째, 단위 유치원 교육과정의 상위 목표(국가 수준 교육과정, 시․도의 편성 지침) 반영 정도, 둘째, 단위 유치원 교육과정의 당해 유치원의 실정(지역 특성, 유아 발달, 교직원 경력 등) 반영 정도, 셋째, 단위 유치원 교육과정의 전년도 교육과정 운영 평가 결과의 반영 정도, 넷째, 단위 유치원 교육과정 편성의 개성화 반영 정도로 나누어 수행되었다. 연구 결과, 단위 유치원 교육과정은 대부분 국가 수준 교육과정 및 시․도 교육청의 편성 운영 지침을 반영하여 편성되고 있었으나 단위 유치원의 지역 특성, 유아 발달 정도, 유치원의 실정에 따른 교육과정 편성에는 미흡한 것으로 나타났으며, 단위 유치원 교육과정의 전년도 교육과정 운영 평가 결과의 반영 정도는 상당히 미흡한 것으로 나타났다. 그리고 단위 유치원 교육과정 편성에 있어서의 개성화 정도도 대체로 미흡한 것으로 나타났다. 이러한 문제를 해결하기 위한 방안으로는 첫째, 단위 유치원 교육과정이 유치원의 운영을 위한 종합적인 운영계획서가 될 수 있도록 단위 유치원 교육과정 편성에 있어서의 체제를 변화시키고, 둘째, 단위 유치원 교육과정 편성시 유치원 기관평가 지표에 따라 유치원 실태를 점검해 봄으로써 단위 유치원 교육과정을 당해 유치원 교육의 질관리를 위한 기초 자료로 활용할 필요가 있으며 셋째, 본 연구에서 나타난 바와 같이 지역 교육청 등을 통해서 단위 유치원 교육과정 편성을 위한 자료 제공, 교사 연수, 적절한 지도 조언 등의 지원이 이루어져야 할 것이다.

교육과정 자율화 정책 논의를 통한 차기 국가교육과정 개발에 대한 일고: 교사교육과정 정책을 중심으로

정윤리 ( Yulli Jeong ),임재일 ( Jae-ill Lim ) 한국교육과정학회 2021 교육과정연구 Vol.39 No.4

본 연구는 교육과정 자율화 정책에 대한 논의를 살펴봄으로써 교사의 교육과정 자율성을 강조하고 차기 국가교육과정 개발 방향을 제안하는 데 목적을 두고 있다. 이를 위해 그간의 교육과정 자율화 정책을 분석하고, 교사가 교육과정 개발에 주체적으로 참여하는 ‘교사교육과정’ 정책을 교사의 교육과정 전문성, 교육과정 개발 및 실행에 관한 담론들로 설명하였다. 이를 기반으로 하여 2015 개정 교육과정을 진단·분석하고, 교사의 교육과정 자율성 확대가 담보된 ‘교사교육과정’ 정책이 차기 국가교육과정 개발에 포함되어야 함을 주장하였다. 구체적으로 차기 국가교육과정은 첫째, 교사의 행위주체성(teacher agency)이 담긴 문서가 되어야 하고 둘째, 교육과정 교육내용, 즉 성취기준에 관한 자율권을 보장해야 하며, 마지막으로 국가교육과정 개발에 있어 ‘교사교육과정’을 넘어 ‘학생교육과정’으로 교육과정 자율화 논의의 범위가 확장되어야 함을 제안하였다. The aim of this study is to emphasize the autonomy of teachers’ curricula by examining the discussion of the curriculum autonomy policy and to suggest the next national curriculum development direction. To this end, we analyze the curriculum autonomy policy and explain the teachers’ curriculum policy in which teachers actively participate in curriculum development with discourses on teachers’ curriculum expertise and curriculum development and implementation. On this basis, we diagnose and analyze the 2015 revised curriculum and argue that the ‘teachers’ curriculum’ policy that guarantees teachers’ curriculum autonomy should be included in the development of the next national curriculum. Specifically, the next national curriculum should be a formatted as a document containing the teacher agency and should guarantee teacher autonomy over educational content (i.e., achievement standards). Finally, we suggest that the scope of the discussion on curriculum autonomy should be expanded to ’students’ curriculum’ beyond ’teachers’ curriculum’ for the development of a national curriculum.

국가교육과정위원회 설치에 대한 정당화 논리 검토

권혜정,홍후조 대한교육법학회 2017 敎育 法學 硏究 Vol.29 No.4

Article 23 of the Elementary and Secondary Education Act is not detailed the principals, procedures and processes of the curriculum, and the current curriculum can be amended whenever the Education Minister approves the Minister's approval. While the National Curriculum outlines and regulates the educational activities of elementary and secondary schools nationwide, the frequent revisions to the curriculum cause problems such as duplication and omission of learning contents in the curriculum and textbooks that can be change frequently. A proposal for a national level committee that will be continued to lead the national educational process beyond the interests of certain subjects in the long run, which will be inevitably lead to the needs to revise the national curriculum. This study is intended to logically review the validity of the establishment of the National Curriculum Committee. First, it is the legal ‘propriety’ of the establishment of the National Curriculum Committee. Under Article 31 of the Constitution of Article 31 of the Constitution, the Act on Governing the National Curriculum shall be established and based on the rule of law, not governed by the rule of law. Second, it is ‘systematic’ of legislation related to the educational process. Education courses related to curriculum are insufficient and require systematic maintenance in relation to national education courses, such as the enactment of the national curriculum for curriculum and evaluation of the National Curriculum. Third, it’s the 'effectiveness' of the establishment of the National Curriculum Committee. Temporary president, there are limits to independent entities with advisory body or control of the Education Ministry Committee. Educational amendments should be substantially beneficial to the relevant parties and involved persons. Fourth, it’s the 'Flexible' from an educational standpoint. The Act should be flexible enough to act flexibly according to the trends of the age and reflected the education and social curriculum of educational curriculum and national curricula, reflecting the educational and social needs of the National Curriculum. Fifthly, it’s the 'stability' of the curriculum policy. Educational policies should be given sufficient time for education to be adapted by the education parties, and national importance should be reflected in the legislation concerning the establishment of the Committee, such as the minimum curriculum and revision cycle. 초ㆍ중등교육법 제23조에는 교육과정 개정의 주체, 절차 및 과정들이 자세히 규정되어 있지 않으며, 현행 국가교육과정은 수시 개정 체제로 교육부장관의 재가만 있으면 언제든지 개정을 할 수 있다. 국가교육과정은 전국의 초ㆍ중등학교 교육활동을 계획하고 규율하지만, 불명확한 수시개정으로 인해 수요자들은 자주 바뀌는 교육과정과 교과서에서 학습 내용의 중복 및 누락 등의 문제를 겪는다. 미래지향적이고 장기적으로 특정 교과나 세력의 이해관계를 넘어서 국가교육과정 개정을 지속적으로 책임감있게 주도할 국가 수준의 위원회가 반드시 필요하다는 제안이 있어 왔다. 이에 본 연구는 국가교육과정위원회 설치의 정당성에 대해 논리적으로 검토하고자 한다. 첫째, 국가교육과정위원회 설치의 법적인 ‘타당성’이다. 헌법 제31조 제6항의 교육제도 법정주의 등에 따라 정치권력에 지배받지 않고 법의 지배를 바탕으로 국가교육과정위원회를 설치하자는 것이다. 둘째, 교육과정 관련 법령의 ‘체계성’이다. 현행 교육과정 관련 교육법규가 미비하며 국가교육과정기준의 제ㆍ개정 주기 등 국가교육과정 관련하여 법적으로 체계적인 정비를 필요로 한다. 셋째, 국가교육과정위원회 설치의 법적인 ‘실효성’이다. 한시적인 대통령 자문기구나 교육부 산하 위원회로는 독립적인 주체로 한계가 있다. 교육과정 개정은 관련 당사자와 수요자들에게 실질적으로 도움이 되어야 한다. 넷째, 교육적인 관점에서의 ‘융통성’이다. 법은 시대의 흐름에 따라 유연하게 작용할 수 있어야 하며 국가교육과정위원회에서 교육 및 사회적 요구를 반영하여 교육과정 정책 및 국가교육과정기준 설정 등에 반영할 필요가 있다. 다섯째, 교육과정 정책의 ‘안정성’이다. 교육 정책은 교육 당사자들이 적응할 충분한 시간이 주어져야 하며 최소한의 교육과정 제ㆍ개정 주기 등 국가적으로 중요한 사항은 위원회 설치에 관한 법률 속에 반영되어야 한다.

Examining the Current State of Research on Mathematics Curriculum

김구연,권나영,김래영 한국학교수학회 2012 韓國學校數學會論文集 Vol.15 No.2

The purpose of this paper is to examine current state of curriculum research and research methods used in the research in Korea. Results from the review of peer-reviewed research articles suggest that the ways in which the research studies on curriculum in Korea sorted out issues seemed to heavily concentrate on the written and intended curriculum by means of a document analysis. The topics of curriculum studies were biased in the studies of intended curriculum, and a significant number of curriculum studies were related to elementary levels. Regarding the research methods, the findings showed that many studies on mathematics curriculum have focused on national curriculum, textbooks, and curriculum materials, document analysis are the most frequently used methods in the studies of mathematics curriculum. We finally suggest pursuing various research topics and issues on curriculum, balancing weigh on the written and enacted curriculum, and deeper analysis and investigation of textbooks.