정책논변모형을 통한 고교학점제 담론 분석

Abstract

This study analyzes the discourse through the policy argument model and proposes implications for policy implementation under the recognition that the policy means and contents are important for the correct implementation of the policy purpose of the high school credit system. To achieve the research purpose, this study reorganized and utilized Toulmin et al.’s (1979) analysis framework.The conclusions of the analysis using the policy argument model are as follows. First of all, since the high school credit system is an education policy that requires public consensus in consideration of its linkage with university entrance examinations, it is necessary to solidify the foundation for a soft landing sequentially through the process of social consensus and public discussion. Next, we need to move away from the tendency to take a piecemeal approach to the issues of the high school credit system’s curriculum, teaching and learning, educational evaluation, and teachers and facilities, and move toward the holistic approach. There needs to be a soft landing for unit schools with an organic approach. As suggested in the argumentative analysis of this study, it seems necessary to have a strategy that can comprehensively enhance the technical feasibility and political feasibility.