Abstract
이 연구는 마을학습 교육과정이 현행 학교계획서에 어떻게 반영되고 있는지를 분석하고, 교사의 인식을 통해 마을학습 교육과정의 운영 현황과 개선 방안을 탐색하는 데 목적이 있다. 이를 위해 이 연구는 중학교의 학교교육계획서를 분석하고, 설문조사를 통해 마을학습 교육과정에 대한 교사의 인식을 탐색하였다. 이러한 과정을 거쳐 도출된 연구 결과는 다음과 같다. 첫째, 학교교육계획서에 반영된 마을학습 교육과정은 주로 지역사회의 인적·물적 자원을 활용하여 운영되고 있다. 둘째, 중학교 교사들은 마을학습 교육과정이 학교와 지역사회의 공동체 형성을 위해 필요하며 학교와 마을의 소통이 필요하다고 인식하고 있다. 또한, 구나 동보다는 시 단위 그리고 마을의 시설을 활용한 마을학습 교육과정에 높은 인식을 보였고, 교육의 제반 영역에서 운영하는 것이 적절하다고 인식하고 있다. 그리고 교사의 업무 부담 가중과 교육과정의 학습 내용 과다를 마을학습 교육과정 운영의 가장 큰 저해 요인으로 꼽았다. 이상의 결과를 바탕으로 지역중심 마을학습 교육과정에서는 중학교 교과와 연결된 교육과정의 개발이 필요하고 교사에게 업무 부담을 줄여 주며 개발한 교육과정을 효율적으로 홍보하고, 학교 중심 마을학습 교육과정의 활성화를 위해서는 교사역량 강화 연수 및 전문적 학습공동체의 운영이 필요하다고 보았다.The purpose of this study is to analyze how the village learning curriculum is reflected in the current school plan, and to explore the operational status and improvement plans of the village learning curriculum through teachers' perceptions. To this end, this study analyzed school education plans of middle school and explored teachers' perceptions of the village learning curriculum through a questionnaire survey. The research results derived from this process are as follows. First, the village learning curriculum reflected in the school education plan was operated mainly by utilizing the human and material resources of the local community. Second, regarding the operation of the village learning curriculum, middle school teachers recognized that the village learning curriculum was necessary for community formation between the school and the local community and that communication between school and village education was necessary. In addition, regarding the content, high awareness was shown on the contents of the city unit and the village learning curriculum using the village's facilities, and it was recognized that it was appropriate to operate in the creative experiential activity area for the operation method and time. And as for the factors hindering the village learning curriculum, the increased work burden of teachers and excessive learning contents of the current curriculum were found to hinder the village learning curriculum the most. Based on the above results, the following are suggestions for improving the operation of the village learning curriculum. First, the diversification and publicity of the local village learning curriculum should be strengthened. Second, teacher capacity building training and professional learning communities to develop and operate a school-centered village learning curriculum should be activated.
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