2022 개정 교육과정의 ‘핵심 아이디어’에 대한 비판적 검토

Abstract

Objectives The purpose of this study was to critically review the ‘key ideas’ introduced as the ‘big ideas’ by subject area in the 2022 Revised National Curriculum.
 Methods In this study, the background and meaning of big ideas, their nature and characteristics, and the connection between big ideas and in-depth learning were theoretically explored, and the design and composition principles, presentation format, and the validity of the statements of the key ideas were reviewed.
 Results As a result, it was difficult to understand the purpose, content, and design plan of the key ideas with the guidelines for the statement of key ideas, and it contained room for misunderstanding or confusion about the key ideas introduced as big ideas. In addition, through the key ideas design principle for each subject presented in the subject curriculum document, it was found that the understanding and design direction of the subject for the key ideas appeared in various ways. In terms of presentation format and content composition of key ideas, it was identified that difficulties in application caused by key ideas encompassing common curriculum, errors in statements brought about by an approach that covers three categories of content elements, and difficulties in designing classes based on big ideas due to concept obscurity and the problem of stating key ideas that did not fit as big ideas.
 Conclusions Finally, for the development of future curriculum, it was proposed to conduct research to explore big ideas and set big ideas for each subject and set key concepts at the curriculum level or at the cross-subject level in the national curriculum. And to implement the 2022 revised curriculum, preparing plans for designing units based on big ideas, strengthening expertise and competence of teachers in curriculum, instruction and assessment based on big ideas were suggested.