역량기반 교육과정에서 가치와 태도를 담아내는 방법

Abstract

Objectives This study analyzes curriculum documents in order to consider a way to reflect not only knowledge and skill but also value, attitudes for the curriculum pursuing competency development. In particular, it was intended to examine the significance and implications of the document system establishment method in the curriculum to cultivate competency through comparative analysis between the mathematics curriculum, which is a common high school subject, and IBDP.
 Methods Considering the similarity in content between the 2015 national curriculum and the IBDP's mathematics and curriculum documents, vision, subject goals, content, teaching and learning methods, and evaluation were selected as analysis targets, and the relationship between each item was compared in a species system. Results according to the analysis of external and internal systems were presented and implications were drawn.
 Results The two curriculums were designed with the purpose of cultivating knowledge, skills, values, and attitudes in a balanced way. However, when comparing the structure of the two curriculum documents, each curriculum showed differences in the order of presenting the subject area, the method of connection, the tense and background context of the statement, and the definition of simplification and detailing to be delivered. In particular, it showed a difference in the way that values and attitudes were explicitly or implicitly understood through which areas and how they were dealt with.
 Conclusions In this paper, the 2015 national curriculum and the IBDP mathematics curriculum have similar goals and orientations, but differences were found in the way they deal with knowledge, skills, values and attitudes. Curriculum for capacity building should aim for a balanced development of values and attitudes as an affective aspect. Therefore, a comparison of the 2015 national curriculum and the IBDP curriculum document structure will give meaningful implications on how the curriculum document as a formal curriculum elicits different learning experiences.