교육과정의 교과 편제와 내용조직 비교 연구: 독일의 교과 편제와 역사 교육과정을 중심으로

Abstract

This study aims to discuss the subject organization and time allocation by linking them to the contents of subject curriculum. To this end, this study compares the subject organization and time allocation of the secondary school curriculum and contents of learning of history subject curriculum by grade using the cases of three German regions (North Rhine-Westphalia, Bavaria, and Baden- Württemberg), in juxtaposition with the grade-specific learning topics in the current history curriculum of South Korea. In Germany, history is allocated a constant two hours per week for six years in grades 5 through 10. The scope of study is dominated by the history of Western Europe and Germany, and is organized to cover ancient, medieval, and modern times in chronological order only one time over the six years. This differs significantly from the curriculum of Korea, where Korean history is taught three times in chronological order for one semester or one year each in elementary, middle, and high school. World history taught once for one year covering all eras in middle school. This study argues the following two points. First, the Secondary Stufe I curriculum in Germany, based on the school system of grades 5-10, covers the content of a subject curriculum in a continuous manner without poses between school levels and grades, and this organization and allocation of time provides a foundation for depth of learning. Second, the Korean history curriculum, which covers the entire chronological period in a single semester or year, needs to be changed to lay the foundation for in-depth learning. In terms of individual students' learning experience and growth, the organization of subject and its content should be discussed beyond the distinction between school levels.