2022, 2015 개정 초등학교 음악과 교육과정의 비교 연구

Abstract

Following the 2015 revised curriculum, a 2022 revised curriculum was announced. Through a literature review, this study investigates the 2015 and 2022 revised music curricula for elementary schools from diverse perspectives When the table of contents was compared, redundant goals and characteristics were grouped and sorted in an organized and uniform manner. In addition, the content structure and the value and attitude of achievement standards were further expanded in the 2022 revised music curriculum, compared wkth the 2015 revision. In terms of text-mining-based emphasis, term frequency, and term frequency-inverse document frequency, it is possible to examine the contexts similar to current social situations, such as competence, category, trans-curriculum, and artificial intelligence, in the 2022 revision. Through such research activities, this study makes the following suggestions, First, due to rapid social changes, it is necessary to strengthen the content structure of the music curriculum further. Second, a study should be conducted on how to evaluate the value and attitude categories. Third, the 2022 revised music curriculum must be critically reviewed. With regard to academic background, social context and the use of terms in such a curriculum, it is necessary to continue amending and upgrading the particularity and generality of the curriculum through continued studies.