지적학 전공 학생의 핵심역량 강화를 위한 교육과정의 체계화에 관한 연구 = A Study on the Systemization of Curriculum for Strengthen Core Competencies of Students Majoring in Cadastral Science

다국어 초록 (Multilingual Abstract)

The purpose of this study is to propose a systematic model for an educational curriculum that can enhance the core competencies of students majoring in cadastral science. To achieve this research objective, the temporal scope was set from 1972, when cadastral science was first defined, to the present. The spatial scope was limited to three universities, and the content scope involved identifying the problems within the educational curriculum of the cadastral departments at these universities, designing a systematic model, and proposing systematic measures.
The research results identified the following problems: First, inconsistencies and insufficiencies among the Educational Aim, the Human Resource Model, and Core Competencies. Second, the arbitrary and capricious composition of subjects. Third, a theory-centered, didactic teaching method.
To address these problems, the following systematic measures were proposed: First, it was suggested that setting the Educational Aim as "cultivating professional talent in the cadastral field" is universally valid. The Human Resource Model was defined as "an expert excelling in professional activities in the cadastral field," and the Core Competencies were based on the CCR framework classification system, namely knowledge, skills, character, and meta-learning13.
Second, based on these Educational Aims, Human Resource Model, and Core Competencies, the curriculum for cadastral science majors was developed by deriving an interconnected model with other disciplinary theories. The curriculum was divided into basic theory and applied theory, comprising a total of 25 courses with 71 credits6.
Third, some of the existing theory-focused courses were changed to practical courses, expanding the proportion of practical training to 30% of the curriculum.

참고문헌 (Reference)

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2 이홍민, "역량평가: 인적자본 역량모델 개발과역량평가" 리드리드출판 2009

3 박민정, "역량 기반 교육과정의 특징과 비판적쟁점분석" 27 (27): 2009

4 한혜정 ; 김기철 ; 이주연 ; 장경숙, "역량 기반 교육과정에 대한 국내 선행 연구의 이론적 논의분석 및 쟁점 탐색" 21 (21): 2018

5 이근호, "미래 사회 대비핵심 역량 함양을 위한 국가 교육과정 구상" 한국교육과정평가원 2012

6 신호재, "도덕과 교육과정 에서의 역량-기능관계 분석 및 체계화 방안" (69) : 2020

7 장우진, "대학의 역량기반 지적교육에 관한 탐색적 시론" 23 (23): 2021

8 김희란 ; 김미진, "대학생의 학습자 중심 교육, 교수-학생 상호작용, 전공수업 몰입, 대학 및전공 만족도 간의 구조적 관계 탐색" 23 (23): 2023

9 박영민, "국어과 교육과정의 쟁점과 체계화 방안" 52 (52): 2017

10 이일찬, "교육과정편성권 연구" 원광대학교 대학원 2022

11 박휴용, "교육과정을 중심으로 설명한 교육학개론" 정민사 2018

12 이병호, "교과교육과정기준 개선에 관한 연구" 고려대학교 대학원 2009

13 OECD, "The future of education and skills:Education 2030"

14 OECD, "OECD Future of Education and Skills 2030 Project background"

15 Barrie, S. C., "A research-based approach to generic graduate attributes policy" 23 (23): 2004