본 연구는 대학의 교양교육과 전공교육을 통합적으로 이끌어가는 자유교육(liberal education)의 원리로 능력중심교육과정(ability-based curriculum)을 성공적으로 운영해 온 미국의 Alverno 대학을 연구...
http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
https://www.riss.kr/link?id=A105091886
2007
-
373
KCI등재후보
학술저널
309-339(31쪽)
22
0
상세조회0
다운로드국문 초록 (Abstract)
본 연구는 대학의 교양교육과 전공교육을 통합적으로 이끌어가는 자유교육(liberal education)의 원리로 능력중심교육과정(ability-based curriculum)을 성공적으로 운영해 온 미국의 Alverno 대학을 연구...
본 연구는 대학의 교양교육과 전공교육을 통합적으로 이끌어가는 자유교육(liberal education)의 원리로 능력중심교육과정(ability-based curriculum)을 성공적으로 운영해 온 미국의 Alverno 대학을 연구사례로 선정하였다. 본 연구는 Alverno 대학이 추구하는 능력중심교육과정의 철학적 가정과 이론적 근거를 분석하고, 능력중심교육과정이 운영되어 온 실제의 과정과 사례를 면밀히 검토하여 제시함으로써 한국 대학이 새로운 환경적 요구와 사회적 기대를 반영하여 학부교육의 목적과 교육과정을 개혁하는데 필요한 원리와 방향을 제시하는 것을 목적으로 하였다. 대학교육의 책무성이 강조되는 오늘날 대학들은 교육을 통해 달성하고자 하는 목표를 명확히 진술하고, 이에 입각하여 교육과정을 고안하며, 나아가 교육목표로 설정한 능력이 학습결과를 통해 식별 가능하게 나타났는지를 평가하는 과정을 통해 학생들의 실질적인 능력을 배양하는데 주력하여야 함을 제언하였다.
다국어 초록 (Multilingual Abstract)
This is a case study on the \ Ability-Based Curriculum\ of Alverno College at Milwaukee in the United States. This study examined the goals, the contents, the structure, the management, and the assessment of Ability-Based Curriculum. Based on the fin...
This is a case study on the \ Ability-Based Curriculum\ of Alverno College at Milwaukee in the United States. This study examined the goals, the contents, the structure, the management, and the assessment of Ability-Based Curriculum. Based on the findings of this study, the following recommendations are proposed. First, Alverno College stated outcomes of liberal education as abilities or skills, not knowledge accumulated. The general abilities identified by Alverno College is central to approach to major as well as general education. It means that the goal of general education is not different from that of major, and suggests that the goal of liberal learning should be achieved in every course through collaboration of all members of a university. Second, Alverno College does not use standardized tests and traditional exams. They developed the student assessment-as-learning. Faculty and other trained assessors observe and judge a student\ s performance based on explicit criteria. Their feedback, as well as the reflective practice of self assessment by each student, helps to create a continuous process that improves learning and teaching, and integrates it with assessment. It suggest that teaching, learning, and assessment should be integrated process to foster student abilities. Third, Alverno College emphasizes that students should be able to do something with what they know. Their eight abilities concepts create an effective and practical learning experience. Alverno College believes that the lessons students learn are applicable in real life, and they become part of who they are. It suggests that college classes should encourage student make performance to apply their disciplinary knowledge in real issues, analyse the situation, solve problems, make decision for values, expand their perspectives toward the world, effectively present and communicate all of these achievement and experiences, and eventually use the abilities integrated in real life. Fourth, all of members and departments of Alverno College are very deliberately cooperate for student abilities, development and assessment. And faculty requires students to develop specific abilities in disciplinary and interdisciplinary contexts, encouraging every student in the college to transfer learning independently. It suggests that active interaction in disciplines, departments, and faculty is needed for a student learning and a college\ s accountability, under the strong academic leadership. Those suggestions drawn from the ability-based curriculum of Alverno College show general principles and directions for innovation of Korean universities\ curriculum. However, in order to apply the model of this small liberal arts college to middle or large-sized institutions in Korea, further research is needed. Nevertheless, in small-sized programs such as some majors, general eduction, or a teacher education program, this model might be applicable. And also each faculty, in small or middle-sized classes, would be able to apply this model selectively in redefining teaching and learning goals in terms of abilities, developing teaching method and assessment, student self-assessment, and assessment-as-learning and specific feedback. Conclusively, the educational goal that we have to persue in a college is to make a student to be an independent lifelong learner in the worlds of work, family, and civic community, self-assessing their own performance accurately. For this purpose, colleges should redefine education in terms of abilities, develop unique curriculum, and make the process of teaching, learning and assessment to serve for student performance and outcome.
참고문헌 (Reference)
1 "한국과 미국 대학의 전공 교육과정 비교 연구" 서울: 한국고등교육학회 8 (8): 1996
2 "한국과 미국 대학의 역사학경제학수학 전공교육 비교연구" 서울: 한국고등교육학회 11 (11): 2000
3 "한국과 미국 대학의 교육과정 비교 연구 교양교육과정을 중심으로" 서울: 덕성여자대학교 교육연구소 4 : 1995
4 "쟁점과 과제. 서울" . 대학교육과정론 연세대학교 출판부. 1987
5 "자유교육(Liberal Education)의 의미" 서울: 한국고등교육학회 9 (9): 1997
6 "미국의 자유학문대학(Liberal Arts College) 연구" 서울: 덕성여자대학교 고등교육연구소 10 : 129-139, 2002
7 "미국과 한국 대학의 교양교육 비교" 서울: 양서원 2001
8 "대학, 갈등과 선택" 서울: 삼성경제연구소 1996
9 "대학 교양 교육의 이념" 1996
10 "What Is a Competence-Based Curriculum in the Liberal arts? Journal of Higher Education 46. January-February" 25-40, 1975
1 "한국과 미국 대학의 전공 교육과정 비교 연구" 서울: 한국고등교육학회 8 (8): 1996
2 "한국과 미국 대학의 역사학경제학수학 전공교육 비교연구" 서울: 한국고등교육학회 11 (11): 2000
3 "한국과 미국 대학의 교육과정 비교 연구 교양교육과정을 중심으로" 서울: 덕성여자대학교 교육연구소 4 : 1995
4 "쟁점과 과제. 서울" . 대학교육과정론 연세대학교 출판부. 1987
5 "자유교육(Liberal Education)의 의미" 서울: 한국고등교육학회 9 (9): 1997
6 "미국의 자유학문대학(Liberal Arts College) 연구" 서울: 덕성여자대학교 고등교육연구소 10 : 129-139, 2002
7 "미국과 한국 대학의 교양교육 비교" 서울: 양서원 2001
8 "대학, 갈등과 선택" 서울: 삼성경제연구소 1996
9 "대학 교양 교육의 이념" 1996
10 "What Is a Competence-Based Curriculum in the Liberal arts? Journal of Higher Education 46. January-February" 25-40, 1975
11 "Student and Alumna Learning in College and Beyond: Perspectives from Longitudinal Interviews" Milwaukee, WI: Alverno College Institute 1998
12 "Self Assessment at Alverno College. (G. Loacker, Ed.)" Milwaukee. WI : Alverno College Institute 2000
13 "Learning That Lasts: Integrating Learning, Development, and Performance in College and Beyond" San Francisco: Jossey- Bass 2000
14 "Assessment at Alverno College: Student, Program, Institutional" Milwaukee, WI: Alverno College Institute 2005
15 "Analyzing the Impact of Competence-Based Approaches in Liberal Education. A Critical Analysis of Competence-Based Reforms in Higher Education. by Gerald Grant and associates. San Francisco" Jossey-Bass. 1979
16 "Ability-Based Learning Program, The Social Science Major" Milwaukee. WI : Alverno College Institute 2005
17 "Ability-Based Learning Program, The Psychology Major" Milwaukee. WI : Alverno College Institute 2005
18 "Ability-Based Learning Program, The Professional Communication Major" Milwaukee. WI : Alverno College Institute 2005
19 "Ability-Based Learning Program, The Philosophy Major" Milwaukee. WI : Alverno College Institute 2005
20 "Ability-Based Learning Program, The Management Accountment Major" Milwaukee. WI : Alverno Colleg Institute 2005
21 "Ability-Based Learning Program, The English Major" Milwaukee. WI : Alverno College Institute 2005
22 "Ability-Based Learning Program, The Chemistry Major" Milwaukee. WI : Alverno College Institute 2005
23 "Ability-Based Learning Program, The Business and Management Major" Milwaukee. WI : Alverno College Institute 2005
24 "Ability-Based Learning Program, Teacher Education" Milwaukee. WI : Alverno College Institute 2005
25 "Ability-Based Learning Program" Milwaukee. WI: Alverno College Institute 2005
26 ". 대학교육의 갈등. 서울" 1992
27 ". Validating College Outcomes with Institutionally Developed Instruments Issues in Maximizing Contextual Validity. Milwaukee" 1988
28 ". Liberal Education in Transition. AAHE-ERIC/ Higher Education Research Report American Association for Higher Education." 1980
29 ". Institutional and Program Assessment at Alverno College. Milwaukee" 1994
30 ". Establishing the Validity of Measures of College Student Outcomes. Milwaukee" 1988
31 ". Competency Programs in Higher Education. ERIC/Higher Education Research Report No. 7. Washington American Association for Higher Education." 1975
32 ". Alverno Faculty Validation of Abilities Scored in Five-Year Alumna Performance. Milwaukee" 1994
웹 기반 동시적 토론학습에서 학습능력 및 성격특성에 따른 집단구성이 학습자의 상호작용에 미치는 효과
개정교육과정(2007) 국어과 교육 내용 <맥락>의 교재화 방향
초등학교 특별활동 교육과정 실행의 문제점 및 대안 탐색
학술지 이력
연월일 | 이력구분 | 이력상세 | 등재구분 |
---|---|---|---|
2027 | 평가예정 | 재인증평가 신청대상 (재인증) | |
2021-01-01 | 평가 | 등재학술지 유지 (재인증) | |
2018-01-01 | 평가 | 등재학술지 유지 (등재유지) | |
2015-01-01 | 평가 | 등재학술지 유지 (등재유지) | |
2011-01-01 | 평가 | 등재학술지 유지 (등재유지) | |
2008-01-01 | 평가 | 등재학술지 선정 (등재후보2차) | |
2007-01-01 | 평가 | 등재후보 1차 PASS (등재후보1차) | |
2006-01-06 | 학술지명변경 | 외국어명 : Journal of Learner-Centered Curriculum and Instruction -> The Journal of Learner-Centered Curriculum and Instruction | |
2006-01-01 | 평가 | 등재후보학술지 유지 (등재후보1차) | |
2004-01-01 | 평가 | 등재후보학술지 선정 (신규평가) |
학술지 인용정보
기준연도 | WOS-KCI 통합IF(2년) | KCIF(2년) | KCIF(3년) |
---|---|---|---|
2016 | 1.29 | 1.29 | 1.31 |
KCIF(4년) | KCIF(5년) | 중심성지수(3년) | 즉시성지수 |
1.37 | 1.42 | 1.436 | 0.33 |