역량 중심 교육과정의 역할에 대한 고찰

Abstract

The purpose of this study is to examine how the concept of competency promoted by the OECD is reflected in the 2015 revised curriculum and the 2022 revised curriculum and whether there is continuity between them. This consideration is to examine the change in the role of competency that acts as a catalyst for creating new knowledge through utilizing knowledge depending on the situation. The research finds that the curriculum is evolving towards building a human model that nurtures democratic citizenship with an emphasis on compassion and responsibility, shifting from the pursued values and goals. As the concept of competency that appeared in the 2015 curricula has been expanded to the 2022 curricula, it was found to be linked to and continuous with OECD Education 2030. In the 2022 revised curricula, it can be said that this connection was further strengthened with the emergence of the student agency and transformational capabilities of OECD Education 2030. In OECD Education 2030, competencies are placed at the center of the learning compass, surrounded by core standards including knowledge, attitudes, skills, and values, suggesting an expansion of the concept of competencies beyond mere skill and knowledge acquisition. These changes were reflected in the 2022 revised curricula, and it can be said that the competency-oriented education area has been expanded