敎育政策 執行科程에서의 政策不應에 對한 硏究 : 第7次 敎育課程改定에 대한 全敎組의 對應을 中心으로

다국어 초록 (Multilingual Abstract)

The 7th curriculum was announced with the purpose of rearing of the self-controlling and creative Korean who will lead the era of globalization and information in the 21st century. The Ministry of Education & Human Resource Development proposed conversion of the 7th curriculum from the supplier-oriented education to learner-oriented education, from uniform education to various and specialized education, from administration centered on restrict and controlled education to administration of education on a basis of auto-controlling and responsibility and from low quality of education to high quality of education by evaluation.
About that, teachers organization, especially, the Korean Teachers & Educational Worker's Union pointed out the problems in the 7th curriculum like ideological background, insufficiency of preparation, difficulties on implementation and a rough-and-ready revision of curriculum, etc. As for ideological background about the 7th curriculum, The Ministry of Education & Human Resource Development laid emphasis on pursuit of student-oriented and variety as a factor of most conspicuous conflict, but the Korean Teachers & Educational Worker's Union considered it to be new freedom based on the market economy logic and excellency education. Also, the school fields have gone through hardships and have suffered the crippled operation because of the implementation of the 7th curriculum policy without the supply and demand of teachers, the full equipment of school facilities, the training teachers and the securing learning materials and finance. It is difficult to execute the 7th curriculum policy because of ambiguity that the condition of field or policy itself have. Finally, although the development of curriculum on a national level is not partial revision but whole revision, the time required is only about 2 year. So, it is called as a development of impatient curriculum. It has implemented the policy compulsorily for adapting basic frame and time already determined in disregard of the state of school fields, exclusion of teachers and parents' participation and the students' level.
For solving these problems, the Korean Teachers & Educational Worker's Union has followed procedure like struggle mass meeting, open question and publicity to the nation through training and debate for union member as a countermeasure about the 7th curriculum. The policy noncompliance was consisted of complex type. It showed delay behavior of policy, require mutation of policy, non-implementation trial of policy, trial about cancellation and alteration of policy.
The reason of noncompliance about the Korean Teachers & Educational Worker's Union's 7th curriculum policy is as follows.
First, it did not reduce differences of visual sensation. The Ministry of Education & Human Resource Development defined it as curriculum, but the Korean Teachers & Educational Worker's Union defined it as new freedom educational policy by market economy logic. Accordingly, they did not reduce the differences of recognition.
Second, the official for policy decision was short of public relations in that the policy implementor understood the policy. Also, we can mention a want of policy goal and clearness of means. The Ministry of Education & Human Resource Development announced a notice plan about the 7th curriculum and delayed delivery of guide for variety of training or implementation. Also, official for implementation was short of right understanding and information about policy.
Third, the policy was implemented without budget or preparation of teaching tools. The policy implementation without various type of classrooms, development and supply of sufficient learning materials, controlling a number of students by classroom, support of budget for various activities and securing the teachers induced the teachers' conflict. After all, it was continued to noncompliance of policy.
Fourth, as for revision cycle of curriculum, The Ministry of Education & Human Resource Development advocated validity of curriculum revision for preparing for the change of the times, but the Korean Teachers & Educational Worker's Union emphasized that five years was too short and emphasized necessity of partial revision than whole revision. Also, sufficient study time was not secured in writing the notice plan of the 7th curriculum.
The 7th curriculum policy was faced with a lot of conflict and resistance in the step of implementation. Accordingly, it needs participation of the official for implementation and conclusion about recognition and value system in the establishment of educational policy. The implementation of policy is to be made after maturity of conditions like easiness of implementation, securing finance and will for implementation by the official.

목차 (Table of Contents)

• 목차
• 제1장 서론 = 1
• 제1절 문제 제기 및 연구 목적 = 1
• 제2절 연구의 방법 및 범위 = 3
• 1. 연구의 방법 = 3
• 2. 연구 대상 및 범위 = 3
• 제3절 연구의 의의와 한계 = 4
• 제2장. 이론적 배경 = 6
• 제1절 교육과정의 개념과 성격 = 6
• 1. 교육과정의 개념 = 6
• 2. 교육과정의 성격과 구성요인 = 7
• 제2절 교육정책 집행 = 12
• 1. 교육정책 집행의 특징 = 13
• 2. 교육정책 집행의 관점 = 14
• 제3절 정책 불응 = 14
• 1. 정책불응의 개념 = 15
• 2. 정책불응의 주체 = 16
• 3. 정책 불응의 원인 = 18
• 4. 정책불응시의 대응 행위 = 24
• 제3장 교육과정의 변천과 제7차 교육과정 = 29
• 제1절 교육과정의 개정 = 29
• 1. 교육과정 변천 = 29
• 2. 제7차 교육과정의 개정 배경과 과정 = 33
• 제2절. 제7차 교육과정의 내용 = 36
• 1. 제7차 교육과정의 구성 방침 = 36
• 2. 제7차 교육과정 편제와 시간 배당 = 38
• 제4장 제7차 교육과정 개정에 대한 전교조의 대응 = 41
• 제1절 제7차 교육과정에 대한 전교조의 입장과 활동 = 41
• 1. 제7차 교육과정에 대한 전교조의 입장 = 41
• 2. 제7차 교육과정에 대한 전교조의 대응 활동 = 43
• 제2절 전교조의 정책 불응과 원인 = 50
• 1. 전교조의 정책 불응 = 50
• 2. 전교조의 정책불응 원인 = 51
• 제3절 제7차 교육과정의 정책적 함의 = 58
• 1. 정책 결정의 참여 범위 확대 = 58
• 2. 제7차 교육과정에 대한 인식의 차이 극복 = 59
• 3. 교육 시설 환경의 확충 = 60
• 4. 교원 수급의 유연화에 대한 불안 해소 = 60
• 제5장 결론 = 62
• 참고문헌 = 64