2015 교과 교육과정 내용 체계 분석에 기반한 2022 교과 교육과정 내용 체계 구성 방안 탐색

Abstract

Objectives The purposes of this study were to analyze several critical discussions on the composition of the content system of the 2015 curriculum, and based on this, explore the appropriate content system composition in the 2022 curriculum revision.
 Methods I analyzed several domestic literatures that developed critical discussions on the composition of the content system of the curriculum in 2015, and reviewed major domestic literature that presented various views on the method of content system composition in the 2022 revision of the curriculum.
 Results It was confirmed that the newly introduced terms such as core concepts, generalized knowledge, and functions were not implemented as intended. The core concepts did not act as criteria for carefully selecting subject contents, did not fit the role of establishing linkage and integration between subjects, and did not link with generalized knowledge. It was found that clarification, hierarchy, and systematization of function were necessary because the meaning of function was unclear, it was not well connected with the achievement standards, and it did not show the way of thinking or inquiry peculiar to the subject.
 Conclusions As a way to improve the content system of the curriculum in 2022, deduction of guidelines for curriculum development through joint research between general research and each research team, integration of core concepts and generalized knowledge or consideration of deletion or replacement of generalized knowledge, interpretation of the meaning of functions. It was suggested as a way to improve the composition of the content system, such as giving flexibility and greatly supplementing the content system, moving function from the content system to the items of teaching and learning methods, and setting the direction for broadening or detailing achievement standards.