정보화 시대의 학교교육과정과 평가상의 과제

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 34권 / 3호
ㆍ저자명 : 朴昇培

목차

요약
Ⅰ. 머리말
Ⅱ. 정보화 시대의 학교교육과정
Ⅲ. 정보화 시대의 교육평가상의 과제
Ⅳ. 맺는말
참고문헌
Abstract

한국어 초록

상호작용성, 탈대중화, 비동시성으로 특징 지워지는 새로운 형태의 커뮤니케이션 테크놀로지가 널리 사용되게 될 정보화 시대에는 정보학습, 타자기술, 멀티미디어 사용법, 연구기술, 컴퓨터넷트웍에 대한 이해와 이용법, 전자매체에 담긴 정보를 읽는 법 등을 학교에서 가르쳐야 한다. 이를 위하여 정보과학과 같은 과목의 신설이나 기존의 교과에서 위의 내용들을 통합시키는 통합교육이 필요하다. 교사들은 단편적 지식을 외우도록 조장하는 행동목표를 사용하기보다는 문제해결목표를 사용하여야 하며, 학생의 성취도를 평가하기 위한 과제도 창의력을 요구하는 과제, 개인의 능력보다는 집단의 노력을 요구하는 과제, 실생활과 밀접한 관련이 있는 과제를 사용하여야 한다. 이러한 과제에 대한 학생들의 반응은 교육적 감식안과 교육비평이라는 질적인 평가도구의 이용을 고려해 볼 필요가 있다. 정보화 시대에 적합한 교사를 양성하기 위하여 교사의 자발적 참여를 기반으로하는 교사연수가 필요하며, 컴퓨터 교육학과와 같은 학과의 신설과 함께 교사 양성 기관에 재직하는 모든 교수들의 변화가 필요하다.

영어 초록

The purpose of this paper was to present the school curriculum and the task in evaluation in the Information Age. It is clear that schools should provide students with an education that prepares students to function successfully in a world continually transformed by new information. However, schools are reluctant to offer a subject through which students can equip themselves for the information society. Major subject matters in schools have been traditionally taught not because of a careful analysis of the range of other alternatives that could be offered but rather because they have traditionally been taught. In the process schools neglect several subjects or skills that could prove to be exceedingly useful to students who will live in the Information Age.
In this paper, the following things were suggested as what needs to be taught in schools in the Information Age.
1. Information studies : Students must learn to search out needed information from the multiple sources available, to use various media for effective communications, and to evaluate the quality of information.
2. Typing or keyboarding : Word processing, network access, and electronic mail require use of the computer keyboard. In order to enjoy full enfranchisement in the Information Age, all students need to learn typing.
3. Skills for using multimedia : A great deal of accumulated knowledge is stored in multimedia form. The term "multimedia" is now used to refer to a wide range of computer-based digitized media. Thus, students must develop skills to use computer-based multimedia tools.
4. Research skills : Many careers in the information society will require skill in locating and retrieving information and skill in combining information in novel ways. Thus, schools must teach students how to navigate a hierarchical tree of information stored in computers.
5. Skills for using the Internet : The Internet has been emerging as a very useful means of education. Students should learn how to send email, how to move files, and how to access a computer that is remotely located. Especially, every school should teach the skill for using World Wide Wed pages to find information needed.
6. Reading skills for digitized information: Students must be taught to browse efficiently in electronic books or multimedia. Attentions to indices, menus, section headings, key words, icons and skimming skills need to be explicitly taught.
In this paper, it was also discussed how to make test items to evaluate what students learn and develop in schools in the Information Age. Traditionally, students are expected to memorize information and tested to find correct answers in a multiple choice test. When there is a fixed body of knowledge and skills to be learned, this approach is quite efficient. Actually, it is true that students who do especially well in this system are allowed to obtain higher education and the leadership positions that allow them to perpetuate the system. However, since the Information Age is a time of rapid change, it is not easy to select fixed body of knowledge and skills beforehand. Thus, the evaluation scheme based on the well-known Tyler's logic is no longer valid. Because major goal of education in the Information Age should be to help each student to be a creative thinker and problem solver, it was strongly recommended not to use multiple-choice tests but to use tests that fit the following eight criteria, which were presented by Eisner.
1. The tasks used to assess what students know and can do need to reflect the tasks they will encounter in the world outside of schools, not merely those limited to the schools themselves.
2. The tasks used to assess students should reveal how students go about solving a problem, not only the solutions they formulate.
3. Assessment tasks should reflect the values of the intellectual community from which the tasks are derived.
4. Assessment tasks need not be limited to solo performance. Many of the most important tasks we undertake require group efforts.
5. New assessment tasks should make possible more than one acceptable solution to a problem and more than one acceptable answer to a question.
6. Assessment tasks should have curricular relevance, but not be limited to the curriculum as taught.
7. Assessment tasks should require students to display a sensitivity to configuration or wholes, not simply to discrete elements.
8. Assessment tasks should permit the students to select a form representation he or she chooses to use to display what has been learned.
Finally, it was pointed that the curriculum and evaluation form of the college of education and teachers colleges should be changed to produce qualified teachers for the education of the Information Age.

참고 자료

없음