敎育課程 內容의 螺旋形 組織 = Spiral Organization of Curriculum Content

다국어 초록 (Multilingual Abstract)

This paper seeks to approach the processes and techniques to organize the content of curriculum in a spiral pattern. By the result of this study, conclusion has been drawn as following.
The curriculum content consists of content and activities : the former in translated into knowledge, the latter necessiates intenalization of the former for learner. If the former is to be organized in a spiral pattern, four works are required for it: (1) classifying the content by topics, (2) selecting basic elements among concepts, laws, or principles, (3) interrelating the components vertically and horizontally, (4) sequencing these elements on a series of criteria. Once these four works are fulfilled, the former will direct to gradual extension and intensification, because the former will be broadened and deepened by the sophistication level of concepts, laws, or principles. The latter comprises activities of teachers and learners. It should preserve balancing among cognitive, affective, psychromotor domains as well as multiplicity and continuity. That's because the balancing and multiplicity are corelated to breadth, and continuity to depth in a spiral organization. In short, a spiral organization of curriculum content is unthinkable without combination of the former and the latter. In order that such pattern leads to a desirable form, the most crucial task is to match fitting level of activies with sophistication level of concepts, laws, or principles. In other words, the appicabcable criterion is to match a lower level of activities with a higher let·el of concepts, or principles and vice versa.

목차 (Table of Contents)

• Ⅰ. 序 論
• Ⅱ. 敎育課程에 있어서 內容과 活動
• 1. 敎育的인 內容과 活動의 關係
• 2. 內容과 活動의 擴大·深化
• Ⅲ. 內容의 位階와 系列
• 1. 內容의 位階
• 2. 內容의 系列
• Ⅳ. 活動의 領域·系列·統合
• 1. 活動의 領域
• 2. 辯勳의 系列
• 3. 活勳의 統合
• Ⅴ. 螺旋形組織
• 1. 組纖原則
• 2. 組織의 實際
• Ⅵ. 結 論
• 引用文獻
• 英文要約