Bloom의 신교육목표분류체계를 활용한 2022 개정 특수교육 기본 교육과정 성취기준 분석

Abstract

This study analyzed the basic curriculum achievement standards, proposed the direction of
 application of the 2022 revised basic curriculum which will be implemented from 2024, and further
 presented a view of how the basic curriculum achievement standards will be used in the school
 field. To this end, a total of 684 achievement standards for the 2022 revised basic curriculum for
 special education were analyzed using Bloom’s New Taxonomy of Educational Objectives. The main
 findings are as follows. First, the results of the entire knowledge type analysis are concentrated on
 factual knowledge and procedural knowledge, the results of the cognitive process type analysis are
 concentrated in ‘remember’ and ‘apply’. Second, the results of achievement standard knowledge
 types by subject showed the highest distribution of factual knowledge types in all subjects except
 physical education, career, and vocational subjects, while procedural knowledge and meta-cognitive
 knowledge in career and vocational subjects were the highest. In the case of cognitive process types,
 ‘remember,’ ‘apply,’ and ‘understand,’ and as a result of two-dimensional matrix analysis, the ‘realistic
 knowledge-remember’ type showed the highest distribution. Third, the results of achievement
 standard knowledge types by grade group showed the highest distribution of factual knowledge
 types in all grade groups, followed by procedural knowledge. As a result of the type of achievement
 standard cognitive process by grade group, the ‘remember’ cognitive type was the highest rate until
 elementary school group, however the ‘applying’ cognitive type was the highest rate in middle and
 high school groups, and the two-dimensional matrix analysis showed the highest ‘factual
 knowledge-remember’ type statement in all grade groups. Overall, like the 2015 revised basic
 curriculum of special education, although there is a biased distribution of specific knowledge types
 and cognitive processes in achievement standards, it is significant in that meta-cognitive knowledge
 types were highly distributed due to curriculum characteristics in career and vocational subjects.