수준별 교육과정의 한국형 모형탐색

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 34권 / 5호
ㆍ저자명 : 김경자

목차

《요약》
Ⅰ. 서론
Ⅱ. 교육과정의 의미와 교육과정 구성요소와의 관련에 내재한 가치
Ⅲ. 수준별 교육과정 모형 탐색
Ⅳ. 한국형 수준별 교육과정 모형 탐색
Ⅴ. 결론 및 제언
〈참고문헌〉
Abstract

한국어 초록

이 연구의 목적은 학습자의 적성과 능력에 맞는 수준별 교육과정의 한국형 모형을 탐색하는데 있었다. 수준별 교육과정 모형을 탐색하기 위하여 먼저 교육과정 의미를 교육적 의도 에 초점을 두어 분석하고 이에 내재한 가치를 검토하였다, 그리고 교육적 의도에 내재한 가치가 교육과정 구성요소간에 어떠한 방식으로 반영되어야 하는지에 대한 정당화를 시도하였다. 둘째, 교육적 의도에 내재한 가치에 따라 세 가지 수준별 교육과정 모형을 도출하였다. 셋째, “독창적이고 유용한 지적가치를 생산할 창의적 능력”이라는 의도성, 한국 교육과정 실제의 특수성, 실천사례를 통한 장단점 분석을 통해 이와 일관된 가치를 반영하는 모형을 한국형으로 제안하였다.

영어 초록

The National Commission on Educational Reform addressed the need to develope creativity in students to prepare for the 21st century. In order to develop creativity in students, it proposed that curriculum should be developed to adapt to students’ needs and aptitude. In a way to adapt students' needs and aptitude, differentiated curriculum was recommended.
This study attempted to build a normative model for curriculum differentiation to serve as the basis for the development of creativity in students. In doing so, the underlying values of the meaning of curriculum that give directions in which curricular elements are treated and interrelated were explored. Three different value positions were identified and justified. Accordingly, three different way of differentiating curricula were possible. The model Ⅰ differentiates curriculum by sequencing and dividing school knowledge, the model Ⅱ does it by dividing and sequencing objectives. In the model Ⅲ, curriculum is differentiated in terms of the perspectives that students presently have and the ways 10 that they learn to make sense of world. Curriculum is differntiated by reconstructing the traditional school knowledge and the related curriculum elements in the manner of providing relevance to students.
By reviewing the literature on creativity, examining the characteristics of curriculum practice in Korea, and exploring specific cases of the three Models being used in schools, the model Ⅲ was selected as being consistent with the intentions to develop creativity 10 students expressed by the National Commission. Lastly, suggestions for the model Ⅲ to help educators to think and develop differentiated curriculum were made.

참고 자료

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