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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.35 no.5, 2015년, pp.805 - 815
The Korean education curriculum is making efforts to improve education to foster competencies that the future society demands through the 2007 and 2009 revised curriculum. The revised curricula focus on enhanced articulation for the quality curriculum. In this study, the curriculum is analyzed for v...
핵심어 | 질문 | 논문에서 추출한 답변 |
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학습발달과정의 정의는 무엇을 시사하는가? | NRC(2007)는 학습발달과정을 ‘학생들이 오랜 시간에 걸쳐 학습하는 동안 이해의 과정이 연속적으로 더 정교해지는 것’으로 규명하였다. 이러한 정의는 시간이 지남에 따라 구축되어 가는 핵심 개념을 학습하는 체계적인 순서 확립의 중요성, 즉 교육과정의 연계성의 가치를 시사한다. 복잡한 개념적 이해과정을 파악하여 학생들을 지원할 수 있도록 시간이 지남에 따라 일관성 있는 교육과정의 경험을 제공해야 한다(Stevens, Delgado, & Krajcik, 2010). | |
NRC는 학습발달과정을 무엇으로 규명하였는가? | National Research Council (NRC)의 Knowing What Students Know(NRC, 2001), Systems for State Science Assessments(NRC, 2006)와 Taking Science to School(NRC, 2007)에서 학습발달과정은 교육과정 개발에 주요 권고 사항 중 하나임을 밝힌 바 있다. NRC(2007)는 학습발달과정을 ‘학생들이 오랜 시간에 걸쳐 학습하는 동안 이해의 과정이 연속적으로 더 정교해지는 것’으로 규명하였다. 이러한 정의는 시간이 지남에 따라 구축되어 가는 핵심 개념을 학습하는 체계적인 순서 확립의 중요성, 즉 교육과정의 연계성의 가치를 시사한다. | |
Tyler(1949)가 제시한 교육과정 내용 조직의 3가지 기본 원리는 무엇인가? | Tyler(1949)의 교육 조직 원리, Bruner(1960)의 나선형 교육과정, Gagne(1970)의 학습 위계(learning hierarchy)에 의하면 교육은 학생의 발달 단계에 따라 쉬운 것에서 어려운 것으로, 단순하고 구체적인 것에서 복잡하고 추상적인 것으로 더 폭넓고 깊이 있게 교육 내용을 반복하여 제시함으로써 학생의 발전 을 가능하게 하는 것이다. 특히, Tyler(1949)가 제시한 교육과정 내용 조직의 3가지 기본 원리는 계속성(continuity), 계열성(sequence), 통합성(integration)이다. 학년(군)/학교급 간 반복 및 지속되는 교육 내용의 계속성과 교과(영역)의 학년(군)/학년 급간의 계열성은 종적인 연계성이라 할 수 있으며, 교과 및 영역 간 교육 내용의 관련성, 수준, 범위로 서 통합성은 횡적 연계성이라 할 수 있다. |
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