172 research outputs found
An Investigation into Tasks for Reforming National Curriculum: Reflection on 'Curriculum 2007'
μ΅κ·Ό μλ‘μ΄ κ΅κ° κ΅μ‘κ³Όμ μ΄ κ³ μλμλ€. μ΄ κ΅μ‘κ³Όμ μ μλ‘ λμ
λ 'μμ κ°μ 체μ 'λ₯Ό λ°λ₯Έ κ²μ΄λ©°, μ¬νμ λ³νμ λ°λ₯Έ μ¬λ¬ κ΅κ°γμ¬νμ μꡬλ₯Ό λ°μνκΈ° μν κ°μ μΌλ‘ μκ°λκ³ μλ€. κ·Έλ¬λ κΈλ² κ°μ μμ λΆκ°λκ³ μλ 'μμ κ°μ 체μ 'μ λν΄μλ μ¬λ¬ κ°μ§ λ
Όλμ΄ μ κΈ°λκ³ μμΌλ©°, μ κ΅μ‘κ³Όμ μ΄ κ³Όμ° λ―Έλ μ¬νλ₯Ό μ΄μκ° νμλ€μκ² κ°μΈμ μΌλ‘λ μ¬νμ μΌλ‘ μλ―Έ μλ λ°©ν₯μΌλ‘ κ°νΈμ΄ λμλκ°μ λν΄μλ κ²ν ν΄ λ³Ό μ¬μ§κ° λ§λ€. μ΄ κΈμ μ΅κ·Ό κ³ μλ '2007 κ΅μ‘κ³Όμ 'μ λ°μ±μ μΌλ‘ κ²ν ν΄ λ³΄λ κ²μΌλ‘λΆν° μΆλ°νμμΌλ©°, μ΄ κ΅μ‘κ³Όμ μ κ°μ λ° κ³ μ κ³Όμ μμ λ°νλ κ΄λ ¨ λ¬Ένλ€μ λν λΆμμ ν λλ‘ νμ¬ κ·Έ κ°μ μ 체μ , κ³Όμ , λ°©ν₯, λ΄μ© λ±μ λ°ν λ³΄κ³ μ νλ€. μ¦ μ΄ κΈμ λͺ©μ μ μλ‘ κ³ μλ κ΅μ‘κ³Όμ μ λμμΌλ‘ νμ¬ μ΄ κ΅μ‘κ³Όμ μ΄ λ°λ₯΄κ³ μλ μμ κ°μ 체μ λΌλ κ²μ΄ 무μμΈκ° νλ κ²κ³Ό, κ°μ λ λ΄μ©μ΄ κ΅κ° κ΅μ‘κ³Όμ κ°νμ λν κΈ°λμ μꡬλ₯Ό μΆ©μ‘±μν€κ³ μλκ° νλ κ²μ κ²ν ν΄ λ³΄κ³ , μ΄λ₯Ό ν΅ν΄ κΆκ·Ήμ μΌλ‘λ ν₯ν μ°λ¦¬λλΌ κ΅κ° κ΅μ‘κ³Όμ κ°ν κ³Όμ λ₯Ό νμν΄ λ³΄κΈ° μν κ²μ΄μλ€. μ΄ λͺ©μ μ μΆκ΅¬νκΈ° μν΄ μ΄ κΈμμλ 첫째, '2007 κ΅μ‘κ³Όμ 'μ΄ λ°λ₯΄κ³ μλ κ°μ 체μ μ κ³Όμ μ λν κ²ν λ₯Ό ν΅ν΄ μμ κ°μ 체μ μ μ€μ²΄μ λ¬Έμ μ μ λ
Όμνλ€. λμ§Έ, '2007 κ΅μ‘κ³Όμ 'μ κ°μ λ°©ν₯ λ° λ΄μ©μ λν λΆμμ ν΅ν΄ μ΄ κ΅μ‘κ³Όμ μ΄ ν¨μνκ³ μλ λ¬Έμ μ μ νμ
νλ€. μ
μ§Έ, μ°λ¦¬λλΌ κ΅κ° κ΅μ‘κ³Όμ μ κ°μ μ μν΄ ν₯ν κ²ν ν΄ λ³΄μμΌ ν κ°ν κ³Όμ λ₯Ό νμν΄ λ³΄μλ€.
Recently the new national curriculum, 'curriculum 2007' was announced. It has been reported that 'curriculum 2000' followed an 'irregular revision system' newly introduced by the government, and it reflected various needs of our nation and society. However, there was a lot of controversy about the 'irregular revision system' that was brought into relief in this revision process. And critical review was needed about whether the new national curriculum was revised in a meaningful direction personally and socially to students who will live in our future society. This study was to critically review and reflect on 'curriculum 2007' and to investigate the tasks for reforming national curriculum. For this study, I analyzed revision-related documents, materials, and research reports that were presented in the revision process. On the basis of this analysis, I examined the system, process, direction, and content of '2007 curriculum' revision. The main content of this study is as follows: First, I revealed the reality of the 'irregular revision system' that 'curriculum 2000' had followed, and discussed the problems that the revision system caused. Second, I examined the problems that 'curriculum 2007' had through analyzing the direction and content of its revision. Finally, I investigated some tasks for reform that we should consider in the future to improve our national curriculum
Curriculum design for competence-based education: Application of 'process-inquiry' model
Issues of National Curriculum Revision: from a View of a General Guideline Researcher
This article explores the problem and improvement direction of the national
curriculum revision, based on my experience of participating in revision process of
the general guideline of '2009 national curriculum' revision, which was done the
most recently. According to this research, in Korea's national curriculum, decision
for the revision has been come down from the 'top', only a few of scholars have
taken part of it, and the content of the guideline has been finalized by Ministry of
Education. As a result, the general guideline of the national curriculum has a
problem that nobody has been responsible for it because it has been swayed and
edited by the voices from different parts of the society and the government's
policies. This article suggests several improvement directions which are
communicating with subject matter educators when the direction and structure of
the general guideline is formed; participation of a wide range of scholars;
establishing consistent philosophy and logic for the general guideline revision in a
long-term perspective.μ΄ κΈμ κ°μ₯ μ΅κ·Όμ μ΄λ£¨μ΄μ§ 2009 κ°μ κ΅μ‘κ³Όμ μ΄λ‘ κ°μ κ³Όμ μ μ°Έμ¬ν νμ
μ 체νμ λ°νμΌλ‘ κ΅κ° κ΅μ‘κ³Όμ μ΄λ‘ κ°μ μ λ¬Έμ μ κ³Ό κ°μ λ°©ν₯μ μ μν΄ λ³΄κ³ μ
ν κ²μ΄λ€. μ°κ΅¬ κ²°κ³Όμ λ°λ₯΄λ©΄, μ°λ¦¬λλΌ κ΅κ° κ΅μ‘κ³Όμ μ΄λ‘ μ κ·Έ κ°μ μ λν κ²°μ
μ΄ μλ‘λΆν° λ΄λ €μ€κ³ , μμμ κ΅μ‘κ³Όμ νμλ€λ§μ΄ μ΄λ‘ κ°μ μμ
μ μ°Έμ¬ν΄ μμΌ
λ©°, μ΄λ‘ μ λ΄μ©μ΄ κ΅κ³ΌλΆμ μν΄ μ΅μ’
μ μΌλ‘ κ²°μ λμ΄ μ¨ κ΄λ‘λ₯Ό κ°μ§κ³ μλ€. κ·Έ κ²°
κ³Ό, κ΅κ° κ΅μ‘κ³Όμ μ΄λ‘ μ κ°κ³κ°μΈ΅μ λͺ©μ리μ μ€μ μ λΆμ μ μ±
μ μν΄ νλλ¦¬κ³ κ°
μλμ΄ μ΄λ λꡬλ μ±
μμ μ§ μ μλ κ²μ΄ λμ΄κ°κ³ μλ€λ λ¬Έμ μ μ μκ³ μλ€. μ΄
κΈμμλ μ΄μ λν κ°μ λ°©ν₯μΌλ‘ μ΄λ‘ κ°μ μ κΈ°λ³Έ λ°©ν₯κ³Ό 골격μ νμ±νλλ° μμ΄
μ κ΅κ³Όκ΅μ‘μλ€κ³Όμ κ΅κ°, κ΄λ²μν κ΅μ‘κ³Όμ νμ κ·Έλ£Ήμ μ°Έμ¬, μ₯κΈ°μ μ λ§ μμμ
μ΄λ‘ κ°μ μ μν μΌκ΄λ μ² νκ³Ό λ
Όλ¦¬ κ΅¬μΆ λ±μ νμμ±μ μ μνμλ€
An Inquiry on Teachers' Expectation of 'Curriculum Autonomy'
μ°λ¦¬λλΌλ κ΅μ¬λ€μκ² νκ΅κ΅μ‘κ³Όμ μ μ΅ν΅μ± μκ² νΈμ±Β·μ΄μν μ μλ κ΅μ‘κ³Όμ μμ¨κΆμ λΆμ¬νκ³ μμΌλ, μ΄λ¬ν κΆνμ κ΅μ¬ μμ€μμ μλ―Έ μκ² κ΅¬νλμ§ λͺ»νκ³ μλ ννΈμ΄λ€. μ΄λ¬ν λ¬Έμ λ₯Ό ν΄κ²°νλ ν κ°μ§ λ°©λ²μ κ΅μ¬κ° κ΅μ‘κ³Όμ μμ¨κΆμ λν΄ κΈ°λνλ λ°κ° 무μμΈμ§λ₯Ό κ²ν ν λ€, μ΄μ κ·Όκ±°νμ¬ κ΅μ‘κ³Όμ μμ¨ν μ μ±
μ λ°©ν₯μ μλ‘κ² μ€μ ν΄λ³΄λ κ²μ΄λΌκ³ ν μ μλ€. μ΄μ λ³Έ μ°κ΅¬λ μ΅κ·Ό μ μ±
μ μΌλ‘ μΆμ§λκ³ μλ νκ΅μμ€μ κ΅μ‘κ³Όμ μμ¨κΆμ νλμ κ΄λ ¨νμ¬, κ΅μ¬κ° μ€μ λ‘ κΈ°λνλ κ²μ 무μμΈμ§λ₯Ό νμνκ³ μ΄κ²μ΄ μ£Όλ μμ¬μ μ λ
Όμν΄ λ³΄λ κ²μ λͺ©μ μΌλ‘ νκ³ μλ€. μ΄λ₯Ό μνμ¬ λ³Έ μ°κ΅¬μμλ μμΈκ³Ό κ²½κΈ° μ§μμ μ€νκ΅μ 근무νλ 8λͺ
μ κ΅μ¬λ€κ³Όμ λ©΄λ΄μ μννμΌλ©°, κ·Έ κ²°κ³Όλ₯Ό κ΅μ¬λ€μ΄ κΈ°λνλ κ΅μ‘κ³Όμ μμ¨κΆμ λͺ©μ , μμ, λ°©λ²μΈ‘λ©΄μμ λΆμνμλ€. μ°κ΅¬ κ²°κ³Ό, κ΅μ¬λ€μ κ΅μ‘κ³Όμ μμ¨κΆμ΄ κ°λ³ νμλ€μ μꡬλ₯Ό μΆ©μ‘±νλ κ΅μ¬κ³΅λ체 λ¬Ένλ μ‘΄μ€νλ λ°©ν₯μΌλ‘ μΆκ΅¬λμ΄μΌ νκ³ , κ΅μ¬λ€μκ² κ΅κ³Ό μμ
μ μ΄μ λ° κ΅μ‘λ΄μ©μ κ²°μ κΆμ μ€μ§μ μΌλ‘ μ 곡νλ©°, μμ¨νμ 결과보λ€λ κ³Όμ μ λ μ΄μ μ λμ΄ κ΅μ¬κ° μ€μ€λ‘μ νλ¨κ³Ό κΈ°μ€μ μν΄ μ±
무λ₯Ό νμΈν΄λκ° μ μλ λ°©μμΌλ‘ νμ¬λκΈ°λ₯Ό κΈ°λνκ³ μλ κ²μΌλ‘ λνλ¬λ€.Teachers in Korea are granted with 'curriculum autonomy' so they can organize and manage the school curriculum with flexibility, however, these authority given to the teachers are not being fulfilled accordingly. One of the methods to resolve this problem is to find out and examine what the teachers expect from 'curriculum autonomy', and establish a new direction of curriculum autonomy policy based on the examination results. Therefore, the purpose of this study is to find out the actual expectations of the teachers related on the recent expansion policy of curriculum autonomy in schools and discuss about the implications derived from it. To achieve this purpose, interviews were performed on eight secondary school teachers in the region of Seoul and Gyeonggi Province and its result was analyzed in the aspects of 'purpose', 'field', and 'method' of curriculum autonomy that is expected by the teachers. The study results were as follows. Teachers wanted the 'curriculum autonomy' should be met with the demands of each student but also respect the culture of teacher community. Also, teachers expected to be provided with the rights on subject lesson operation and decision of subject lesson content. Lastly, teachers expected 'curriculum autonomy' is exercised in a way that is more focused on the process rather than the result while their accountability can be confirmed by his/her own decision and standards
Educational Action Research in Korea
μ ν΅μ μΌλ‘ κ΅μ‘κ΄λ ¨ μ°κ΅¬μμ μ°κ΅¬μλ€μ κ΅μ‘ νμ λ° λ¬Έμ λ€μ λν μ§μμ μμ°ν΄ λ΄λ μ¬λμΌλ‘, κ΅μ¬λ€ μ μ°κ΅¬μλ€μ΄ μμ°ν΄λΈ μ΄λ‘ μ μ§μμ μ€μ²νλ μ€νκ°λ‘ μΈμλμλ€. λ§νμλ©΄, κ΅μ¬λ μ°κ΅¬μ 주체λΌκΈ°λ³΄λ€ λ κ·Έ λμμΌλ‘μ, κ·Έλ¦¬κ³ μ§μμ μμ°νλ μ¬λμ΄κΈ°λ³΄λ€λ μ΄λ₯Ό μλΉνλ μ¬λμ λ¨Έλ¬Όλ¬ μλ€. μ€νμ°κ΅¬(action research)λ κΈ°μ‘΄μ κ΅μ‘κ΄λ ¨ μ°κ΅¬ μ₯λ©΄μμ νν κ°μ λμ΄μ¨ μ°κ΅¬ 주체μ μ°κ΅¬ λμ κ°μ λΆλ¦¬, κ·Έλ¦¬κ³ μ§μμ μμ°μκ³Ό μλΉμ κ°μ λΆλ¦¬λΌλ λ¬Έμ μ μ 극볡νκΈ° μν΄ 1950λ
λμ λ±μ₯ν κ²μ΄λ€. λ°λΌμ μ€νμ°κ΅¬λ μ€νκ° κ° μ°κ΅¬μ μ£Όμ²΄κ° λμ΄ μμ μ μ€μ²μ μ€μ€λ‘ νꡬν΄κ°λ μ°κ΅¬ λ°©μμΌλ‘μμ νΉμ§μ κ°μ§κ³ μλ€. κ΅λ΄μ κ²½μ° μ€νμ°κ΅¬λ 1990λ
λλΆν° κ΅μ‘κ΄λ ¨ μ°κ΅¬μμ μ£Όλͺ©λ°κΈ° μμνμ¬ μ΅κ·Όμ μ μ°¨ νμ±νλλ κ²½ν₯μ 보μ΄κ³ μλ€. μ΄ κΈμ λͺ©μ μ κ΅μ‘κ΄λ ¨ μ°κ΅¬μμ μ μ°¨ νλ°νκ² λ±μ₯νκ³ μλ μ€νμ°κ΅¬κ° κ΅λ΄μμ μ€μ λ‘ μ΄λ»κ² μ΄λ£¨μ΄ μ§κ³ μλμ§ κ·Έ λν₯κ³Ό νΉμ§μ λΆμνλ λ° μλ€. μ΄λ₯Ό μν΄, μ΄ κΈμμλ 2000λ
λΆν° 2010λ
κΉμ§ κ΅λ΄ νμ μ§ μ κ²μ¬λ κ΅μ‘κ΄λ ¨ μ€νμ°κ΅¬λ₯Ό λμμΌλ‘ μ°κ΅¬μ λͺ©μ κ³Ό μ£Όμ , λ°©λ²μ μΈ‘λ©΄μμ λνλλ νΉμ§μ λΆμνμλ€. λΆμ κ²°κ³Ό, κ΅λ΄ κ΅μ‘κ΄λ ¨ μ€νμ°κ΅¬λ μ£Όλ‘ κ΅μ¬μ μ λ¬Έμ± λ°λ¬μ κ·Έ λͺ©μ μ λκ³ μμΌλ©°, μ°κ΅¬ μ£Όμ λ‘λ κ°λ³ κ΅μ€ μ°¨μμ λ¬Έμ , κ·Έ κ°μ΄λ°μλ νΉν ν¨κ³Όμ μΈ κ΅μΒ·νμ΅ λ°©λ²μ νμνλ μ°κ΅¬κ° κ°μ₯ λ§μ κ²μΌλ‘ λλ¬λ¬λ€. ννΈ, μ°κ΅¬λ°©λ²κ³Ό κ΄λ ¨ν΄μλ κ°λ³ μ°κ΅¬λ³΄λ€λ 곡λ μ°κ΅¬κ°, μμ μ°κ΅¬λ³΄λ€λ μ§μ μ°κ΅¬κ° ν¨μ¬ νλ°νκ² μ΄λ£¨μ΄ μ§κ³ μλ κ²μΌλ‘ λνλ¬λ€. μ΄ κΈμμλ μ΄λ¬ν κ²°κ³Όλ₯Ό λ°νμΌλ‘, ν₯ν μ°λ¦¬λλΌμμ μ€νμ°κ΅¬κ° μ’ λ μλ―Έ μκ² μνλκΈ° μν λ°©ν₯μ λ
Όμνλ€.
Traditionally, in educational research, teachers were conceived as implementors who applied theoretical knowledge produced by researchers to their practice, while researchers were regarded as knowledge-generators of educational phenomenon and problems. That is, teachers have been objects of research rather than subjects, and consumers of knowledge rather than producers. Action research is appearing as a solution to this problem, which presumes the division of the subject and the object in research, and the disparity between knowledge-producers and knowledge-consumers. In action research, teachers become subjects of research through inquiring their own practice. The purpose of this study is to analyze the characteristics of educational action research in Korea from 2000 to 2010. For this, we collected 77 articles using action research method from educational journals in Korea, and then reviewed the characteristics of action research in Korea by three criteria: the purpose, the themes, and the methodology of action research. We concluded with a discussion of direction for which educational action research in Korea would become a more meaningful tool for practicers' inquiry
An Analysis of Competency-Based Curriculum and its Implications for Music Education: Focused on UK and New Zealand
The Restructuring of General Guidelines for Elementary and Secondary School Curriculum in the Global Era
The implementation of the high school curriculum after 'the 1st advanced university admission examination': its current status and problems
μμ 1νκΈ° λͺ¨μ§μ κ³ λ±νκ΅ κ΅μ‘μ μ μνμ λ€μν λνμ
νμ νμ ν΅ν λνμ νΉμ±νλ₯Ό μΌλμ λ κ°ν λ°©μμ νλλ‘ 2002νλ
λ λνμ
μλΆν° λμ
λμλ€. κ·Έλ¬λ μμ 1νκΈ° λͺ¨μ§μ΄ λμ
λ μ§ 4λ
μ¬κ° μ§λκ³ μμ 1νκΈ° λͺ¨μ§ λΉμ¨μ΄ λν μ 체 λͺ¨μ§ λΉμ¨μ 10%μ μ‘λ°ν¨μλ λΆκ΅¬νκ³ , μμ 1νκΈ° λͺ¨μ§μΌλ‘ μΈν κ³ λ±νκ΅ κ΅μ‘κ³Όμ μ λ¬Έμ λ μ§μ§νκ² λ
Όμλ μ μ΄ μμλ€. μ΄ μ°κ΅¬λ λνμ
νμ νμ λλ‘μμ μμ 1νκΈ° λͺ¨μ§ μ΄νμ κ³ λ±νκ΅ κ΅μ‘κ³Όμ μ΄μ μ€ν λ° λ¬Έμ λ₯Ό λλ¬λ΄λλ° κ·Έ λͺ©μ μ λμλ€. μ΄λ₯Ό μν΄ μ΄ μ°κ΅¬μμλ μμ 1νκΈ° λͺ¨μ§μ λμ
νν© λ° μμ 1νκΈ° ν©κ²©μμ λν κ΅κ°μμ€μ μ§λλ°©μμ κ²ν ν΄ λ³΄μμΌλ©°, μμ 1νκΈ° λͺ¨μ§ μ΄ν κ³ λ±νκ΅ κ΅μ‘κ³Όμ μ΄μ μ€ν λ° λ¬Έμ λ₯Ό νμ
ν΄ λ³΄μλ€. μμ 1νκΈ° λͺ¨μ§ μ΄ν κ³ λ±νκ΅ κ΅μ‘κ³Όμ μ΄μ μ€νλ₯Ό νμ
νκΈ° μν΄μλ μ κ΅μ κ³ λ±νκ΅ κ΅μ¬μ νμλ€μ λμμΌλ‘ μ§μ μ€λ¬Έ μ‘°μ¬ λ° λ©΄λ΄μ μλνμλ€. λΆμ κ²°κ³Όλ μμ 1νκΈ° ν©κ²©μμ 2νκΈ° νκ΅ μμ
μ°Έμ¬ νν, μμ 1νκΈ° ν©κ²©μμ μν κ³ λ±νκ΅ λ΄ νλ‘κ·Έλ¨ νΈμ±β€μ΄μ νν©, μμ 1νκΈ° ν©κ²©μμ 2νκΈ° μ€ κ΅μΈ νλ‘κ·Έλ¨ μ΄μ© νν©, 2νκΈ° μμ
λ° νκΈ μ΄μ μ€ν λ±μ μΈ‘λ©΄μμ κ²ν λμλ€. μ°κ΅¬ κ²°κ³Ό, μμ 1νκΈ° λͺ¨μ§ μ΄ν κ³ λ±νκ΅ κ΅μ‘κ³Όμ μ΄μμ μμ΄μλ μμ 1νκΈ° ν©κ²©μμ΄λ λ΄λΉ κ΅μ¬, μλ₯ μ€λΉμ λͺ¨λ μ΄λ €μμ κ²ͺκ³ μλ κ²μΌλ‘ λνλ¬λ€. νΉν μμ 1νκΈ° μ΄ν κ³ λ±νκ΅ κ΅μ‘κ³Όμ μ μ μμ μΈ μ΄μμ λ¬Έμ κ° λκ³ μλ κ²μ κ΅μ‘κ³Όμ μ μ μμ μ΄μ κ΄λ ¨ μ§μΉ¨μ λν κ²½μ§λ ν΄μ λ° μμ 1νκΈ° ν©κ²©μμ μν 체κ³μ μΈ νλ‘κ·Έλ¨μ λΆμ¬ λ±μΌλ‘ λνλ¬λ€.
This study explores the current status and problems of the implementation of high school curriculum after 'the 1st advanced university admission examination' which has been introduced as a new university entrance examination policy. For the study, several research problems were reviewed and discussed. First, this study reviewed the introduction background and implementation situation of the 1st advanced university admission examination policy and examined educational programs for students who were admitted to university. Second, this study surveyed and analyzed the current status for the implementation of high school curriculum after 'the 1st advanced university admission examination'. Third, some problems for the organization of high school curriculum after 'the 1st advanced university admission examination' were investigated and discussed. As a result, this study concluded that the curriculum for students who were admitted to university needed to be implemented separately from the curriculum for students who are preparing for the regular university entrance examination. Also, this study suggested close connectedness between high school curriculum and university entrance examination policy
A Study on the Development Direction of Reading Education in the 2015 Revised Curriculum
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