Didaktik의 교육과정적 함의 = Implications of Didaktik for curriculum and teaching

다국어 초록 (Multilingual Abstract)

This research aims to introduce the unfamiliar notion of Didaktik, and to clarify insights about the curriculum studies. Didaktik has to be understood in terms of the educational theory that includes all aspects of the teaching-learning process. According to Klafki, a teacher considers five questions, in terms of didactic analysis. First, what is the more general or fundamental meaning that the content exemplifies and opens up to students? Second, what kinds of meaning do these contents provide for students who are learning right now? Third, what constitutes the topic`s significance for the students` futures? Fourth, how can these contents be structured? Fifth, can these contents contribute to the internalization of students, as a vital human possession? These considerations implies much with regard to our curriculum studies. The explanation and verification of the content, which we have long neglected in our curriculum theory, are obviously included in Didaktik. According to Didaktik, in order to perform teaching properly, much analysis and consideration of various meaning-layers of the content are required. This is particularly true for the discussion of the content of each subjectmatter, and a general yet inclusive discussion about the content must be recommended on behalf of the curriculum theory.

참고문헌 (Reference)

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