역량의 총체성에 따른 교육과정 설계 방향 탐색 = Exploration of the Direction of Competency-based Curriculum Design in Terms of the Holistic Nature of Competency

다국어 초록 (Multilingual Abstract)

The purpose of the study is to present a direction for competency-based curriculum design by focusing on the holistic nature of competency. To accomplish this goal, we have examined major criticism regarding competency-based education and discussed the holistic nature of competency in light of Dewey’s concept of experience. In addition, we explore the type of knowledge, thinking skills and processes, and attitudes and values required in the growth of students’ experiences to embody the holistic nature of competence. We then consider the case of the Singapore science curriculum document as an example of the direction of competency-based curriculum design and critically examine the Korean 2015 revised science curriculum document. This study provides the following implications: First, according to Dewey’s concept of experience, both interaction and continuity enable the growth of experiences. In competency-based education, all competencies are involved in the process of interaction, and the result of experience remains a holistic construct or whole knowledge as competency; here, whole knowledge as competency is used when students make sense of new experience. Second, for the development of students’ competency, the curriculum should contain transferable knowledge, thinking skills and processes, and values and attitudes; these should be taught in an integration way each other. Third, in terms of the integration of knowledge, skills and processes, values and attitudes, the learning outcome can be reflected in achievement standards or embodied in the process of teaching and learning in the classroom.

참고문헌 (Reference)

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