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논문 상세정보

역량중심 교육과정의 쟁점과 2015 개정 종교학 교육과정

Issues of Competency-Centered Curriculum and 2015 Revised Curriculum for Religious Studies

종교교육학연구 v.51 , 2016년, pp.53 - 78  
구본만
초록

The aims of this study are to analyze issues of the competencies presented in the 2015 revised curriculum, which is called competency-centered curriculum, and to critically examine the suitability and validity of establishing subject competencies focusing on three core issues identified in the analysis. The three core issues are procedural validity regarding the establishing of subject competencies, the suitability of the subject competencies and connectivity between subject and core competencies, and the statement method of achievement standards. The results can be summarized as follows. First, in connection with procedural validity, establishing subject competencies need to have a four-phases validation process: literature review, Delphi survey, interested persons survey, and operating an expert council. However, these phases were not found in the process of establishing subject competencies for religious studies. Second, in terms of content suitability, two core competencies of new curriculum introduction, i.e., the competencies of communication and sensibility were reinterpreted in the subject competencies of religious studies. Yet, other core competencies, such as self-management and community, were inexplicably omitted in the subject competencies. Further, there was no full explanation regarding the connection between core and subject competencies. Third, concerning the statement method of achievement standards, in the case of curriculum for religious studies, the “explanation” and “(b)commentary” of achievement standards of each field were described in terms of “content & activity standards”, and “(d)evaluation methods” were described in terms of “performance standards.” Regrettably, completion levels were not presented with the achievement standards.

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