2019 개정 누리과정 사회관계 영역과 초등학교 통합교과 교육과정과의 연계성 탐색

Abstract

Objectives The purpose of this study is to provide implications regards the articulation of curriculum to be revised between each level of school by analyzing the articulation between the social relations domain of the 2019 revised Nuri curriculum and the 2015 integrated curriculum for elementary education.
 Methods The data analyzed were the 2019 revised Nuri curriculum and the 2015 elementary education integrated curriculum: Right Life, Wise Life, and Joyful Life. Tyler's organization principle for curriculum content was used as the criteria for analysis, and the articulation form was analyzed in terms of continuity and sequence highly related to articulation. Articulation that correspond to sequence were analyzed as deepening/expansion and retrogression. Expanding the scope of content or increasing the level of action was analyzed as ‘deepening/expansion’, and reducing the scope of content or lowering the level of action was analyzed as ‘retrogression’. Repeating at the same level without changing the scope of content or level of behavior was considered ‘repetition’, and this was considered as articulation in terms of continuity.
 Results First, the social relations domain of the 2019 revised Nuri course is articulated to the ‘Right life’ and ‘Wise life’ of the integrated curriculum. Second, the field of social relations has articulation to school, family, village, and country, which are the spatial themes being part of the major themes of the integrated curriculum. Third, the range of content and sub-contents of the social relations domain are similar to the expandability shown by the spatial themes of the integrated curriculum, ‘school-family-village-country’. Fourth, it hard to say that the social relations domain is not related to the ‘Joyful life’ of the integrated curriculum, and it can be said that there is articulation with the ‘Joyful life’ that includes an expressive function. Fifth, the sub-contents of the social relations domain are intersected in a complex way to articulation and non-articulation, and sequence and continuity in the aspect of articulation.
 Conclusions It is not easy to match the articulation in a consistent and logical way because the composition systems of the two curricula are different. Educational contents related to social studies with continuously changing characteristics should be evaluated in the long term, and efforts to understand the mutual educational process for the articulation between early childhood education and elementary education are necessary.