2015 특수교육 기본 교육과정 음악과 성취기준의 중요도-실행도에 관한 특수교사의 인식

Abstract

Purpose: The purpose of this study was to identify the perception of special education teachers on the importance and performance of music achievement standards in the 2015 Basic Curriculum of Special Education. Method: A survey was conducted among special education teachers with experience teaching music subjects across the country. Results: First, the importance was in the order of habituation, listening, and expression. Teachers recognized the core concept of ‘music and communication’ in ‘habituation’ at most, while they recognized the core concept of ‘elements of music’ in the ‘expression’ at least. Second, the performance was in the order of habituation, listening, and expression. Teachers applied the core concept of ‘use of music’ in ‘habituation’ at most, while they indicated the core concept of ‘element of music’ in the ‘expression’ at least. Third, 92 of the 94 achievement standards showed a significant difference in importance and performance. Conclusion: This study suggested the need to investigate ways to increase teacher performance. The findings of this study will provide preliminary data for effective teaching and learning direction, as well as basic music curriculum.