타일러 모형의 대안들: 워커의 모형과 스텐하우스의 모형에 대한 검토 = The Alternative Models for Tylerian Model of Curriculum Development: Walker`s Model and Stenhouse`s Model

다국어 초록 (Multilingual Abstract)

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.

참고문헌 (Reference)

1 조영태, "타일러 모형과 그 대안" 19 (19): 31-86, 2007

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4 정혜진, "교육과정의 심성함양모형은 가능한가? In: 교육활동의 성격" 25-42, 2006

5 조영태, "교육과정의 새로운 모형: 스텐하우스의 ‘연구 모형’에 대한 검토" 13 : 137-157, 1995

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8 조영태, "교육과정 개발의 논리: 워커의 교육과정 모형 검토" 8 (8): 179-207, 1998

9 Tyler, R. W., "principles of curriculum and instruction" The University of Chicago Press 1949

10 Collingwood, R. G., "The principles of art" Oxford Univ. Press 1938

11 Stenhouse, L., "Curriculum research and development in action" Heinemann 1980

12 Walker, D. F., "Curriculum development in an art project In: Case studies in curriculum change" RKP 1975

13 Stenhouse, L., "Authority, education and emancipation" Heinemann 1983

14 Stenhouse, L., "An introduction to curriculum research and development" Heinemann 1975

15 Walker, D. F., "A naturalistic model for curriculum development In: Curriculum, school and society" NFER 163-174, 1975