1997년 이후 초등학교 수학과 교육과정 주요 내용 요소 변동 형태 분석

Abstract

The purpose of this study analyze four curricula which have been announced since 1997 in Korea by a concept of curriculum content element(CCE). As a result of the study, 243 CCEs were found to appear four times in the curriculum with 47 CCEs appearing thrice. The variations in CCE included addition, deletion, movement, integration, materialization and deactivation. There were several causes such as emphasis on mathematical process, emphasis on understanding principles, concrete statement on previous achievement standards, transfers between schools, requests for change through public participation, omission of reduction in the amount of learning, and integration between grades or areas. The results were as follows: First, it is necessary to recognize and address various problems in the process of changing the content elements based on the curriculum revision. Second, as a basic research material for developing objective and systematic procedures for reviewing curriculum revisions, CCE analysis is essential.