새 敎育課程 地域化를 爲한 敎材 開發과 그 運營 = Development of Teaching Materials, and its Administration for Localization of New Curriculum

다국어 초록 (Multilingual Abstract)

1. This study is to suggest and recommend some concrete methods of localization of curriculum to attempt creative administration of curriculum since the revised curriculum of primary school in Korea is regulated on a single national scale depending on uniform textbook system, and localized administration of curriculum in primary school education should be emphasized to increase curriculum elasticity from aspects of education management, learning, and also realities of our society.
2. For this survey to investigate the actual state of localized operation of primary school education, one community from urban districts, and a questionaire was prepared for teachers, school childrem, and their parents on their opinions and standings, which was analyzed to extract concerned issues.
For analysis of school curriculum concerning localization, on the other hand, primary school curriculum throughout all six grades was included here.
3. Courses of curriculum rearrangement for localization are composed of :
A. Analysis of present curriculum,
B. Analysis of purpose and main contents of each subject or unit,
C. Survey on the community,
D. and Rearranging of the units; to seek desirable ways to nomalize localized administration effectively.
4. For reliable direction of localized curriculum administration, administrative guidelines, and notable warnings during practical teaching are suggested to help teachers on the spot come to understand concretely what contents of each subject should be localized in which way.
5. For teaching materials development for curriculum localization :
A. Direction of the materials development is set up.
B. Factors of localization problems are extracted in the fixed direction, and localizing factors of curriculum are extracted by grades, and by subjects.
C. And a teaching materials development case is demonstrated here by each of all the subjects of the 5th grade as a real example of materials development for curriculum localization on the ground of the extracted factors.
6. For administrative measures of curriculum localization:
A. Elements, contents, and technics of localized operation of each subject and extra-curricular activity are suggested along with guide points of localized teaching materials on the prepared principles of school curriculum management.
B. Planning and instructing of curriculum localization, selection and application of local resources, and some cautions on evaluation are suggested to handle localized curriculum successfnlly, so that the direction of localization administration of curriculum is comfirmed again.
7. Localization of curriculum means a course through which a teacher rearrange teaching materials for the level (particulars) of his her children to accomplish the goal of curriculum on national scale, and so the quality of a teacher is the most important changeable factor of curriculum localization.
Therefore, the followings are recommended for favorable efficiency in practice:
A. Ceaseless activities of in-service training for teachers in this matter.
B. Training to increase ability to analyze teaching materials and also the educational purposes on the condition that the new curriculum provides wide adatability to the spots of localization operation.
C. Advertising activities of education to attract positive attention of parents, and local important people in the community for satisfactory handling of children's concern within the community.
D. Making an example of the teaching materials development case of the 5th grade mentioned hereabove, the same of the rest grades to be worked out in desirable ways.
E. Development and distribution of localized teaching materials on localized teaching materials on local educational office scale is demanded, considering individual ability to rearrange teaching materials for localization, and difficulties of gathering materials from some community of homeroom teachers, practical managers of school curriculum.

목차 (Table of Contents)

• 목차
• I. 序論 = 1
• A. 敎育課程 地域化의 必要性 = 1
• B. 硏究의 目的 = 4
• C. 硏究問題 = 4
• D. 硏究의 制限點 = 5
• II. 硏究의 背景 = 6
• A. 敎育課程 地域化의 槪念 = 6
• B. 敎育課程 地域化의 內容 및 方法 = 10
• III. 敎育課程 地域化 運營 實態分析 = 16
• A. 實態 調査 = 16
• B. 結果分析 및 論議 = 17
• IV. 敎育課程 地域化 敎材開發 = 32
• A. 敎材開發의 方向 = 32
• B. 敎育課程 地域化 要素分析 = 33
• C. 敎材開發 實際 = 38
• V. 地域化 敎育課程 運營 方向 = 66
• A. 敎育課程 運營指針 = 66
• B. 地域化 敎育課程 運營上의 留意點 = 69
• VI. 結論 및 提言 = 72
• A. 結論 = 72
• B. 提言 = 74
• Abstract = 76
• 參考文獻 = 79
• 附錄 = 81