개정 2015 중학교 음악과 공통교육과정과 기본교육과정 및 음악 교과서 생활화 영역 비교⋅분석

Abstract

Objectives In this study, we compared and analyzed the educational content of the common curriculum, the basic curriculum applied to students with difficulty in applying the common curriculum, and the educational content of the music textbook accordingly, and the revised 2022 middle school music basic curriculum and music textbook should move forward. It aims to discuss the direction to be taken. Methods Revision 2015 Comparison and analysis of the curriculum competencies, goals, content system, achievement standards, and music textbooks of the characteristics of the middle school common curriculum and the basic curriculum, which are special education curriculums, and the music textbooks according to them, centered on common themes in the area of daily life, and revised 2022 middle school This is a literature analysis that presents implications for the direction that music textbooks and basic curriculum of music should go. Results Musical sensibility, creative convergence, and musical communication competency were presented as the curriculum competencies of the nature of the curriculum, but the cultural community competency and self- management competency presented in the common curriculum were excluded from the basic curriculum. In terms of goals, it was found that there was no significant difference in the direction pursued by the two curricula. Although there are differences in the way content systems are expressed, there is no significant difference in terms of core concepts, generalized knowledge, and functions. However, in terms of learning elements, music and industry in the common curriculum and Korean traditional music elements in the world were excluded from the basic curriculum. Looking at the achievement standards and explanations of the common curriculum and the basic curriculum, the two learning elements of the basic curriculum can be interpreted as being included in the category of music and events, which are learning elements of the common curriculum. In other words, the basic curriculum did not fully reflect the educational contents of the common curriculum. Conclusions Revision 2022 Middle school special education music department curriculum and textbooks should be revised based on educational contents that all students can learn equally. In addition, it is necessary to reflect the degree of disability and the characteristics that reflect the characteristics of students with disabilities so that they can live an independent and happy life by raising the quality of life by making music a part of life after graduation.