Abstract
This study aims at analyzing the document system and content of the 2022 revised national curriculum with a focus on elementary school to explore the implications of the national curriculum revision. To this end, the critical issues related to elementary school were discussed. As a result of the study, the 2022 revised curriculum changed the order of Chapters II and III in the overall structure, and made a change by modifying its chapter headings uniformly with the word ‘design’ instead of the existing ‘organization’ term. It shows the nature of the national curriculum that school seeks to establish a curriculum autonomy. In the content of the standards for organizing and implementation the curriculum, the section title was revised to focus on ‘design’, and the content placed emphasis on equipping the student with self-directed learning ability that is suitable for the learner and reflects the student's needs and demands. Among the changes in the 2022 revised curriculum, the need to restructure the key competencies and Foundational Literacy appropriate for the future Education, the meaning of systemizing ‘safety education’ and strengthening health and physical activities, and the meaning of curriculum autonomy through the establishment of ‘school autonomous hours’. The issue was explored and the need for further discussion was suggested.
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