Bloom의 신교육목표분류체계를 활용한 2015 개정 특수교육 기본 교육과정 성취기준 분석

Abstract

The purpose of this study is to provide implications for setting the 2022 revised curriculum achievement standards by analyzing the 2015 revised basic curriculum achievement standards, among others, to provide a view of curriculum design and implementation using the basic curriculum achievement standards. To this end, a total of 1,130 achievement standards for the 2015 revised basic curriculum for special education were analyzed with the use of Bloom's new education objectives classification system. The main findings are as follows. First, because of the analysis of knowledge types, it is distributed with a focus on both factual and procedural knowledge. As a result of the analysis on the type of cognitive process, the distribution of 'remember,' 'understand,' and 'apply' is high; on the other hand, the cognitive process of 'analysis,' 'evaluate,' and 'creative' is low. Second, the results of the analysis of achievement-based knowledge types and cognitive process types by subject showed high factual knowledge types, followed by procedural knowledge types; furthermore, the distribution of both conceptual and metacognitive knowledge was relatively low. In the analysis of the cognitive process type, the cognitive process type of 'remember' and 'apply' was high; meanwhile, the cognitive process type of 'understand,' 'analysis,' 'evaluate,' and 'creative' were distributed low. An analysis regarding the relevance of knowledge types and cognitive process types by subject was found to present statements in the categories 'remember' and 'understand' in factual knowledge; the cognitive process of 'apply' in procedural knowledge; and statements in the categories 'analyze,' 'evaluate,' and 'creative' in metacognitive knowledge. Third, the results of the analysis of achievement-based knowledge type and cognitive process type by grade group showed the highest percentage of factual knowledge in all grade groups, followed by procedural knowledge, conceptual knowledge, and metacognitive knowledge. The results of the analysis on the type of cognitive process by grade group are distributed at a high rate in all grade groups that 'remember.' However, the cognitive processes of ‘analyze,’ ‘evaluate,’ and ‘create’ are distributed low. As a result of analyzing the relationship between the type of knowledge and the type of cognitive process by grade group, many statements in the 'remember' and 'understand' categories are distributed; in addition, conceptual statements are statements in the 'understand' category. Statement of the 'apply' category of procedural knowledge. In metacognitive knowledge, statements in the categories of 'analyze,' 'evaluate,' and 'creative' were found to be distributed. Based on these results, discussion points related to the development of future curriculum achievement standards were presented.