학교 교육과정 개발 연구 동향과 시사점

최화숙,권낙원 학습자중심교과교육학회 2010 학습자중심교과교육연구 Vol.10 No.1

The purpose of this study was to investigate the trend of the school curriculum development and draw its implications. In order to attain this purpose, this study reviewed the literatures of the domestic and foreign research which relate to school curriculum development. Through this research process, the trend of the school curriculum development could be listed as five categories; the significance of the school curriculum development, the teachers' perception and needs of the school curriculum development, the school curriculum development model, the resources of the school curriculum development, the process of the school curriculum development. The implications for the school curriculum development trend could be arranged as follows :First, it is common to need the active participation and professionalism extension of the teachers in the school curriculum development. Second, there was not an agreement point of the school curriculum development range. Third, it was insufficient to the case study which applied to the domestic school. Fourth, it is required to deal with the development process among the school curriculum development model. The result of this study can provide current and significant points for teachers and researchers to widen the understanding for the school curriculum development. 본 연구의 목적은 학교 교육과정 개발에 대한 연구 동향을 탐색하고, 그에 따른 시사점을 얻는 데 있다. 이러한 목적을 달성하기 위해 학교 교육과정 개발에 대한 국내․외 관련 문헌들을 분석하였다. 연구 결과, 다섯 가지 연구 동향으로 유형화할 수 있었고, 그에 따른 시사점을 얻을 수 있었다. 이러한 연구과정을 통해 얻은 구체적인 결과는 다음과 같다. 첫째, 학교 교육과정 개발 연구 동향은 학교 교육과정 개발의 의의를 다룬 연구, 학교 교육과정 개발에 대한 교사의 인식과 요구에 관한 연구, 학교 교육과정 개발 모형 연구, 학교 교육과정 개발 요인에 관한 연구, 학교 교육과정 개발 과정에 관한 연구 등으로 유형화할 수 있었다. 둘째, 학교 교육과정 개발 연구 동향에서 공통적으로 시사하고 있는 바는, 교사들의 적극적인 참여와 전문성 신장이 필요하다는 것이다. 셋째, 학교 교육과정 개발의 범위에 대한 공통된 합의점이 없었다. 넷째, 국내 학교 현장에 적용한 실제의 사례 연구가 부족하였다. 다섯째, 연구 동향의 가장 많은 부분을 차지하는 모형 연구에 있어서 모형 개발의 근거를 주로 이론적 탐색 과정에 두었다. 본 연구는 현재 우리나라에서 이슈화되고 있는 학교 교육과정 개발에 대한 연구 동향을 분석해 봄으로써 학교 교육과정 개발의 중요성과 필요성에 대한 이해의 폭을 넓혀 주었다는 점에서 연구의 의의가 있다고 할 수 있다.

교육과정 적용을 위한 새로운 교원 연수 모형으로서의 해석적 교원 연수 모형

김평국 ( Pyeong Gook Kim ) 한국교육과정학회 2003 교육과정연구 Vol.21 No.2

The framework for the 7th Korean national curriculum adopts a less centralized approach to curriculum development and implementation than the previous ones, having the government, provinces, school districts, and individual schools share decision making on the curriculum. Thus, under this framework, individual schools are to make discretionary judgments in developing different ways to implement the centrally developed curriculum as well as the school-based curriculum. This changed role by the school requires a different approach to staff development. However, as exemplified in those of Incheon Staff Development Center, staff development strategies at the provincial level still follow the traditional technical staff development model. Preferring a top-down approach to staff development, this technical model centralizes resources and decision making with regard to the content and format of professional development. Premised on the assumption that teachers in any school can successfully implement a new curriculum, developed by specialists, when they are given basic information and knowledge about the new curriculum, this model adopts a service-delivery mode in which teachers are cast in a fundamentally passive role. Thus, even after participating in staff development programmes led by sophisticated presenters, teachers have difficulty in developing their capacity and expertise to make informed discretionary judgments in creating ways to implement the centrally developed curriculum as well as the school-based curriculum in their classrooms. In contrast to the technical model, the hermeneutic staff development model, first, takes into account the teacher`s purpose, advocating listening actively to the teacher`s voice and establishing opportunities for teachers to confront the assumptions and beliefs of favored new instructional strategies. Second, this model respects the teacher as a person, understanding that age, stage of career, life experiences, and gender factors-things that make up the total person-affect people`s interest in and response to innovation and their motivation to seek improvement. Third, the hermeneutic model recognizes the impact of the real world context in which teachers work on the implementation of a new curriculum. Fourth, the model values the collaborative culture of teaching which helps teachers trust, value, and legitimize sharing expertise, seeking advice, and giving help both inside and outside the school; plan together and share resources and supplies; and thrash issues out in reaching a common focus. Taking into account the four main elements, the hermeneutic model supports small-group activities led by either a specialist or a group of teachers inside and outside the school; collaborative work for planning, implementing, and evaluating the curriculum; mutual classroom observations and discussion among teachers; workshops, experimentation, and study groups initiated and led by a group of teachers. In order to better support teachers for developing various ways to implement the national curriculum and the school-based curriculum, policy makers and other administrators at the provincial level need to create an administrative and legal support system that decentralizes the resources and decision making centered around staff development centers to allot more financial resources for small group activities inside a school or among a group of schools.

동아시아 아동문학의 회고와 전망 : 학교 중심 아동문학교육의 회고와 전망 ; 문학교육과정 발전의 논리와 개선 방안

김창원 ( Kim Chang Won ) 한국문학교육학회 2003 문학교육학 Vol.12 No.-

This manuscript have analyzed of the depth logic of the development process of literary curriculum and tried to find the course of curriculum improvement based on the logic we discussed before. The base data of this are the Literature part of the 4th-7th Korean curriculum in elementary school. According to the development of the 4th-7th literary curriculum, we are able to find rival relation and complication between depth consciousness based on inner psychology of literary curriculumal association and outer psychology which profess externally. The complex between cohered priori and emotional depth psychology and conscious, proper aimed outer psychology affect to the development of curriculum improvement. For instance, literary curriculum headed for humanism and emphasize the learner`s activity, also developed to the course that refuse new criticism`s concept and intellectual evaluation. However those development have been done without confidence of aesthetic point of view, teacher s sense of value with teaching, and formalism theory and method of evaluation. The 7th curriculum also have complex like this and related to curriculum paradigm. Obsession of head that have to go against the desire of heart caused opposite tendency of literary curriculum. In conformity with that, for discussion about development of literary curriculum, before everything, we need to review what the `development` is. `Development` does not suppress reality for future, and it have to be described with the view to see the reality and desire as it is. At that point of view, this manuscript started with the standpoint that the development of literary curriculum needs analysis of users requirement of literary curriculum `now and here`. According to the theory, the format of curriculum has been reorganize into ① the contents(knowledge, home-work, experience) ② the goals ③ the time and space ④ the teacher and learner ⑤ the materials ⑥ the teaching and learning activity instead of the existing <goals-contents-method-test>`s four steps. This is not change the form into a more systematic thing but be reflected in learner`s demanding sufficiently. The curriculum method also has teaching method followed to the various situation-degree of concentration and dispersion of students-with the its present curriculum s guide. Furthermore, it has the basic idea about publishing of standard book and evaluating of intellectual level which are considered with textbook, school and curriculum to help the curriculum s practice. This manuscript will be completed to make the practical and specific proposal. The original purpose maintain that each teacher must be able to teach the learners to see the curriculum and recognize their desire with role leaving the work that show the practical proposal.

성과중심교육과정 개발절차에 대한 고찰

안재희,양은배,Ahn, Jae Hee,Yang, Eunbae B. 연세대학교 의과대학 2013 의학교육논단 Vol.15 No.1

An outcome-based curriculum is perceived to be one alternative educational approach in medical education. Nonetheless, it is difficult for curriculum developers to convert from traditional curriculum to an outcome-based curriculum because research documenting its development process is rare. Therefore, this study aims to introduce the development process and method of outcome-based curriculum. For the purpose of this study, we used diverse data analyses, such as an existing literature search, development model analysis, and case analysis. We identified five phases from the analysis. First, the curriculum developers analyze the physician's job or a high performer in a medical situation. Second, curriculum developers extract outcomes and competencies through developing a curriculum, affinity diagraming, and critical incident interviews. Third, curriculum developers determine the proficiency levels of each outcome and competency evaluation methods. Fourth, curriculum developers conduct curriculum mapping with outcomes and competencies. Fifth, curriculum developers develop an educational system. Also, it is important to develop an assessment system for the curriculum implementation in the process of developing the outcome-based curriculum. An outcome-based curriculum influences all the people concerned with education in a medical school including the professors, students, and administrative staff members. Therefore, curriculum developers should consider not only performance assessment tools for the students but also assessment indicators for checking curriculum implementation and managing curriculum quality.

기독교 교육과정개발을 위한 교육과정개발이론의 검토와 그 활용

김정효 ( Jung Hyo Kim ),이해지 ( Hai Ji Lee ) 기독교학문연구회 2011 신앙과 학문 Vol.16 No.1

The purpose of this study is to review secular and christian curriculum development theories in order to expand curriculum development strategies for the reconstruction of national curriculum based on biblical worldview. For this purpose, this study focuses on the following questions; 1) what are the major characteristics of christian curriculum development models such as van Brummelen model and Overman and Johnson model, 2) what are the limitations of those models, and 3) what are the implications of secular curriculum development theories for christian curriculum reconstruction. As a result, the review addresses that 1) Tyler model as a positivist model can give us an idea on how to consider and input the needs of various sectors such as church or society, students, specialists of subject matters in developing christian curriculum, 2) Deliberation model as an interpretivist model informs us that various strategies can be used in the curriculum development process of speculating the problems of current curriculum and making a decision as a group, and 3) Freire model as a critical scientist can enhance curriculum developers` awareness of the policial, social and spiritual meanings of the given curriculum and the learner`s response to curriculum.

대학부설 연구소와 초등 교사들의 협력에 의한 교육과정 개발 사례: 창의성 증진을 위한 초등 수학 교육과정 개발을 중심으로

이경진 ( Kyung Jin Lee ) 한국초등교육학회 2005 초등교육연구 Vol.18 No.2

In the tendency of curriculum study, the meaning of curriculum is extended to the meaning of curriculum implementation and teacher is the most important decision maker on the curriculum. The assumption of this study was that if teachers collaborated in curriculum development, curriculum could consider the classroom and teachers could implement curriculum successfully based on much more understanding of curriculum. Under this assumption, the purpose of this study was to investigate the significance of developing curriculum by school -university collaboration. For this purpose, elementary mathematics curriculum enhancing creativity was developed by collaboration with a university-based research institute and three elementary school teachers. The developed curriculum corresponded to 'Decimal' and 'Addition and Subtraction of Decimal' in Forth-Na Level of 7th national curriculum. The process of curriculum development was as follows; (1)analyzing the 7th national mathematics curriculum and investigating the focus of curriculum development, (2)designing lessons and contents, (3)developing unit and activities and making materials. Finally fifteen units were developed and all these process occurred in school-university collaboration. In result, developed curriculum had characteristic of focusing on the curriculum implementation. Because teachers adapted curriculum considering the classroom in all process of curriculum development and they changed quantities, contents, and orders of activities. So, developed curriculum is expected to succeed in curriculum implementation. Thus, this study suggests that for the successful curriculum implementation teachers have to collaborate in all process of curriculum development.

대학의 비교과교육과정 개발⋅운영 모형 연구

송나리(Naree Song),조덕주(Dukjoo Jo) 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.8

목적 본 연구의 목적은 대학의 비교과교육과정 개발⋅운영 모형에 대한 연구를 통해 각 대학에서 비교과교육과정을 운영할 때,대 학의 특성을 반영하여 체계적으로 비교과교육과정을 개발⋅운영하는 것에 있다. 방법 연구 방법의 절차는 연구 기획, 문헌 연구, 모형 개발의 단계로 진행되었다. 연구 기획 단계는 Taba(1962)의 교육과정 개발 모형을 토대로 대학의 비교과교육과정 개발⋅운영 모형을 기획하였으며, 문헌 연구 단계는 비교과, 비교과활동, 비교과교육과정등과 관련된 선행 연구, 교육과정개발 모형, 모형 연구, 교육과정 개발과 관련된 단행본, 연구 논문 등을 수집 및 분석하였다. 모형 개발 단계는 교육과정의 근간인 교육과정 모형, 교육과정 개발 모형 등을 바탕으로 시사점 추출하였으며, 교육과정 전문가의 타당성 검토를 거쳐 모형을 확정하였다. 결과 대학의 비교과교육과정 개발⋅운영 모형은 총 4단계로 설정되었으며, 각 단계는 1. 대학의 비교과교육과정 제안 및 기획, 2. 대학의 비교과교육과정 계획, 3. 대학의 비교과교육과정 실행 및 운영, 4. 대학의 비교과교육과정 평가 및 환류로 구성하였다. 각 단계를 다시 하위 5가지 세부 영역으로 설정하였으며, 이는 각각 ①주체, ②시기, ③토대, ④방법, ⑤모형으로 구성하였다. 결론 비교과교육과정의 설치 및 운영의 이유는 핵심역량을 지닌, 대학과 사회에서 필요한 인재를 양성하는 것으로서, 앞으로 대학에서 비교과교육과정은 전공이나 교양교육과정과 마찬가지로 단계와 절차에 따라 개발 및 운영되어야 한다. Objectives The purpose of this study is to help universities systemically develop and operate extracurricular curriculum that can reflect their own characteristics, through research on a development and management model for extracurricular curriculum activities. Methods The steps of research were progressed with three stages: research planning, literature review and the model development. Based on the Taba’s(1962) curriculum development model, the research planning stage planned the extracurricular curriculum development and operation model of the university. The literature research stage collected and analyzed the extracurricular, extracurricular activities, extracurricular curriculum which were related to the pilot study, curriculum development model, model research, curriculum development the research paper and also were related to the books and research papers. The model development stage based on the curriculum model and the curriculum development model which are the foundation of curriculum brought out the implication and the model was confirmed after a feasibility study by a expert of curriculum. Results The management and development model for extracurricular curriculums consists of four stages: 1. Drafting a proposal and planning of university extracurricular curriculums; 2. crafting detailed plans for each extracurricular curriculum activity; 3. executing and operating the extracurricular curriculum activities; and 4. evaluating and assessing university extracurricular curriculums. Each stage is comprised of five different sub-categories, such as ① subject, ② period, ③ foundation, ④ method, and ⑤ model. Conclusions The reason for the establishment and operation of the extracurricular curriculum is to instill students with the university’s core values and help them become competent members of society and the university. Therefore, the university extracurricular curriculum must be developed and operated according to the stages and procedures as in the required and elective curriculum.

타일러 모형의 대안들: 워커의 모형과 스텐하우스의 모형에 대한 검토

조영태 ( Young Tae Cho ) 한국교육과정학회 2008 교육과정연구 Vol.26 No.1

Tylerian Model of Curriculum Development is based on Means-Ends Approach. Strictly speaking, means and ends can be separated from each other. So in alternative model, what corresponds to means and what corresponds to ends should not be separated from each other. They must be distinguished from each other only conceptually. ``Platform`` and ``Curriculum`s Design`` in Walker`s Model are ends and means which can be distinguished from each other only conceptually. However, Walker did not understand that point clearly. He did not elaborate those implications fully. ``Internalized Curriculum`` and ``Externalized Curriculum(Developed Curriculum)`` of this author substitute for ``Platform`` and ``Curriculum`s Design`` in Walker`s Model. Developing Curriculum must be thought of as externalizing ``Internalized Curriculum`` in which processes ``Internalized Curriculum`` itself is transformed. It is a paradoxical process. Tylerian Model of Curriculum Development can be regarded as Development-Application Approach. Development and Application, in definition, can be separated from each other. Stenhouse`s concept of ``teaching as research`` or ``teacher as a research`` tries to show that ``development`` and ``application`` cannot be separated from each other. They are distinguished from each other only conceptually. However he does not specify fully the implications of this point. This study conceptualizes ``teaching as learning`` or ``teacher as a learner`` which captures that point fully and succinctly. Between ``development`` and ``application``, ``Internalized Curriculum`` said formerly intervened. Teachers apply Externalized Curriculum (Developed Curriculum) in his classrooms while they undergo transformations of their Internalized Curriculum. And then they develop another curriculum on the basis of their Internalized Curriculum transformed.

국가수준 교육과정 평가 체제의 구축 방안

권영민 ( Kwon Yeong Min ) 한국교육과정학회 2004 교육과정연구 Vol.22 No.1

This study focuses on an evaluation task to analyze national curriculum evaluation system during the national curriculum development. For this, it analyzes national and social requirements for the direction of curriculum development, evaluation activities during the curriculum design stage held by curriculum council, and an evaluation for curriculum operation centered on school sites for pilot test. It also investigates curriculum applications as a curriculum performance assessment. The results of the study indicated that the evaluation for national curriculum development has proceeded on various patterns and administered relatively systematic. It suggests that investigations and activities for the alternatives of curriculum evaluation should manage the quality of curriculum with stable and constant for the future as the change of curriculum development system becomes from contingent and overall to frequent and in part. These are the ways to ensure quality of national curriculum, and to improve appropriateness and effectiveness for school sites. This study discusses the possibility and limits of the current organization of curriculum development, and provides few implications for the respective policy as follows. First, by maintaining the legal agenda for curriculum evaluation, we should establish the rationale for the stable and coherent evaluation in the national level. Secondly, it is required of efforts to develop the models and guidelines of curriculum evaluation encompassing the national level curriculum. Thirdly, it is required to institutionalize the curriculum evaluation designed in the national level, and there needs to prepare for an system with which many institutes including Ministry of Education & Human Resources Development would participate in the evaluation work. Fourthly, curriculum evaluation needs to be issued in all the level of the procedure which the curriculum is developed and implemented. Finally, this study expects to give implications to the future policy of the national curriculum development and curriculum evaluation, through closely examining the existed system of the national leveled curriculum development.

학교 교육과정 개발 전문가 양성을 위한 실습 교육과정 방향 탐색

유지선(Ji-Sun You) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.2

목적 이 연구에서는 대표적인 전문가 직업군으로 일컬어지는 ‘의사’를 중심으로 전문성 개념, 직업전문성 개발을 위한 교육과정 분석을 통한 시사점을 바탕으로 학교 교육과정 개발 전문가 양성 방향을 살펴보고자 하였다. 방법 연구를 위해 의사 전문성 향상에 기여하는 실습 관련 교육과정 분석을 위해 국내외 실습 교육과정 체계, 의사 기본교육과정에서의 임상실습 교육과정, 도제식 교육, 의사 국가시험에서의 실기시험에 대해 교육과정 기본 요소인 ‘교육목표, 교육내용, 교수학습·방법, 교육평가’ 측면을 분석하였다. 결과 학교 교육과정 개발 전문가 양성을 위한 실습 교육과정 방향은 다음과 같다. 첫째, 인간상은 학교 수준 교육과정에 대한 폭넓은 이해를 바탕으로 학교 교육과정을 계획·설계·운영·관리할 수 있는 전문인이라고 보았으며, 핵심역량으로 요구 사정 능력, 목적 및 목표 설정 능력, 컨텐츠의 선택 능력, 학습활동 선택 능력, 교육 평가 사정 능력이 필요하다고 보았다. 둘째, 학교 교육과정 개발 전문가 자격은 교사와 연구자로 구분하였으며, 계열은 Year1~4인 4개년으로 범위는 지식과 실습을 구분하여 제시하였다. 셋째, 교육방법은 도제식 교육, 문제 기반 학습, 실습 사례 발표 3가지를 제시하였다. 넷째, 교육평가를 위한 시험은 항목별 문제 상황에 대한 실기시험, 문제 해결형 실기시험 두 가지를 설계하였다. 결론 첫째, 학교 교육과정 개발 전문가 양성 교육과정 필요성에 대한 지속적인 논의가 필요하다. 둘째, 학교 교육과정 개발 전문가 양성을 위한 실기 및 실습 교육의 중요성과 필요성에 대한 사회적 합의가 필요하다. 셋째, 학교 교육과정 개발 전문가 양성 및 인증제에 대한 법적 제도화가 이루어져야 한다. Objectives This study attempted to examine the direction of training experts in school curriculum development based on the concept of expertise and implications through curriculum analysis for professional development, focusing on the ‘doctor’, which is referred to as a representative professional occupation group. Methods In order to analyze the practical curriculum that contributes to improving doctor expertise for the study, the basic curriculum system of domestic and foreign practice, clinical practice curriculum in doctor basic curriculum, apprenticeship education, and practical test in doctor's national test were analyzed. Results The directions of the practical curriculum for fostering experts in the development of the school curriculum are as follows. First, the school curriculum development expert was considered to be an expert who can plan, design, operate, and manage the school curriculum based on a wide understanding of the school-level curriculum. Second, the qualifications of experts in the development of the school curriculum were divided into teachers and researchers, and the range was four years with Year 1 to 4, and the scope was presented separately by knowledge and practice. Third, three educational methods were presented: apprenticeship education, problem-based learning, and presentation of practice cases. Fourth, for the education evaluation test, two practical tests for problem situations by item and problem-solving practical tests were designed. Conclusions First, it is necessary to continuously discuss the necessity of the curriculum for training experts in school curriculum development. Second, there is a need for social consensus on the importance and necessity of practical and practical education to cultivate experts in the development of the school curriculum. Third, legal institutionalization of the school curriculum development expert training and certification system should be made.