중등학교 교육과정 개선을 위한 대학과 학교의 협약 전략 - 8년 연구의 교육과정 개선 전략을 중심으로 - = University-School Collaboration as a Secondary School Curriculum Change Strategy - Finding and Implications from the Eight-Year Study -

다국어 초록 (Multilingual Abstract)

The Eight-Year Study was not well known to the curricularists. It was conducted from 1933 to 1941 by the PEA. The PEA established the Commission on the Relation of School and College in 1930. The Commisssion had two major purposes: 1. To establish a relationship between school and college that would permit and encourage reconstruction in the secondary school. 2. To find, through exploration and experimentation, how the school in the United Stages can serve youth more effectively. Each of the 29 school and school districts was selected to participate in the project with a view of changing its conventional curriculum and instruction which were tightly controlled by college entrace requirements. The Commission studied the problem of secondary education for a year. The plan of co-peration between school and colleges provided that participating schools would be released from the usual subject and unit requirements for college admission for a period of five years, beginning with the class entering college in 1936. Practically all accredited colleges and universities agreed to this plan. It was agreed that admission to college during the experimental period would be based on recommendation from the principal of the co-operating secondary school and a carefully recoded history of the student`s school life and work. The schools took a democratic way to change their curriculum and teaching which paid heed to the common and indevidual concerns of the students. Teachers came together to work on their curricula activities for six weeks each summer from 1936 through 1941. With the help of summer workshops, teachers could developed their own school curriculum which was considered as an appropriate, effctive, and practical one by students and parents. The 1,475 graduated of the experimental schools matched pairs from conventional schools for the comparison. It was quite obvious from the creditable date collected by R. W. Tyler and his associates that the progressive schools graduates, as a group, had done a somewhat better job than the comparison group whether success was judged by college standards, by the studens`s contemporaies, or by the individual students. The conclustion could be drawn from the EYS: The graduates of the experimental schools were not handicapped in theri college. And students from the participating schools which made most fundamental curriculum revision acheved in college distinctly higher standing than that of students of equal ability with whom they were compared. The EYS Have profound implication for both Korea school and college. Schools and colleges shroud make collborative efforts to release the agony of youth who were shackled by test-driven teaching and rigid college entrace examinations.