[논문]한·일 수학과 교육과정의 외·내적 체재 비교 분석 : 직전 교육과정과의 변화를 중심으로

권오남; 이경원; 이아란; 한채린

doi:10.7468/mathedu.2019.58.2.187

[국내논문] 한·일 수학과 교육과정의 외·내적 체재 비교 분석 : 직전 교육과정과의 변화를 중심으로
A comparative study on the external & internal structure of mathematics curriculum between Korea and Japan : Focusing on the aspects of recent revisions 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.58 no.2, 2019년, pp.187 - 223

권오남 (서울대학교) , 이경원 (서울대학교 대학원) , 이아란 (서울대학교 대학원) , 한채린 (서울대학교 대학원)

초록
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이 연구의 목적은 우리나라 수학과 교육과정이 나아가야할 변화의 방향을 제안하는 것이다. 이를 위하여 우리나라의 2009, 2015 개정 수학과 교육과정과 일본의 2008, 2017 수학과 교육과정을 대상으로 초, 중, 고등학교급 전반에 걸쳐 직전 교육과정과의 변화를 살피고, 그 변화를 양국 간 비교하였다. 비교결과를 토대로 세 가지의 시사점을 제안하였다.

This study aims to investigate the aspects of revision in the external and internal structure of curriculum and documentation in Korea and Japan and to propose the direction and task to enhance the current framework of the national curriculum. Japan has been selected for comparison in that it explicitly prepared social changes such as the dramatic evolution of artificial intelligence and population aging in its new curriculum. Therefore, various aspects of revision were analyzed the 2009 & 2015 revised mathematics curriculum of Korea and the 2008 & 2017 mathematics curriculum of Japan respectively in the elementary, middle, and high school grade bands. Then, the differences between the two countries were identified through comparison. First, the structure of the mathematics curriculum in Japan was connected with the general guidelines more tightly than Korea, and the external structure of the mathematics curriculum stayed consistently after the revision. Second, contrary to Korea, which pursued the appropriateness and reduction of mathematical content, Japanese mathematics curriculum has been pursuing detailed contents both quantitatively and qualitatively. Lastly, Japan emphasized statistical problem-solving ability. Based on this, we suggested considering of consistency in the structure curriculum documentation, detailing contents of the curriculum, and strengthening of statistical education.

주제어

표/그림 (19)

그림 [Fig. 1] The materials for this research
그림 [Fig. 2] Changes in the structure of documentation of the mathematics curriculum in Japan
표 [Table 1] Terms & symbols of 2009 revised curriculum and learning elements of 2015 revised curriculum with a special focus on the middle school mathematics in Korea
표 [Table 2] Changes in terms & symbols of the middle school mathematics curriculum in Japan
그림 [Fig. 3] The relationship between the mathematical activity and the content domain in Japan (文部科学省, 2017d)
표 [Table 3] Changes in the mathematical activity of the middle school mathematics curriculum in Japan
표 [Table 4] Changes in the name of the content domain of the elementary school mathematics curriculum in Korea and Japan
표 [Table 5] Changes in the content element of the elementary school mathematics curriculum in Korea
표 [Table 6] Changes in the content element of the elementary school mathematics curriculum in Japan
표 [Table 7] Changes in the name of the content domain of the middle school mathematics curriculum in Korea and Japan
표 [Table 8] Changes in the content element of the middle school mathematics curriculum in Korea
표 [Table 9] Changes in the content element of the middle school mathematics curriculum in Japan
표 [Table 10] Changes in the structure of mathematical subjects in Korea and Japan
표 [Table 11] Changes in the content element of the high school mathematics curriculum in Korea and Japan
표 [Table 12] Changes in the objective of the middle school statistical curriculum in Korea
표 [Table 13] Changes in the content element of the middle school statistical curriculum in Korea
표 [Table 14] Changes in the objective of the middle school statistical curriculum in Japan
표 [Table 15] Changes in the content element of the middle school statistical curriculum in Japan
그림 [Fig. 4] Changes in the inclusion relationship of statistical contents between Korea and Japan mathematics curriculum

질의응답

핵심어	질문	논문에서 추출한 답변
	비교교육 연구란 무엇인가?	비교교육 연구는 두 개 이상의 서로 다른 국가 또는 지역의 장면에서 교육 현상의 모든 측면을 연구함으로써 교육제도와 이에 수반되는 문제를 보다 넓은 시야에서 접근하는 연구이다(Phillips & Schweisfurth, 2007). 비교 교육 연구는 ‘다른 것’ 혹은 ‘타자’에 대한 존중, 전 세계에 걸친 교육의 다양성을 존중하고 이해하는 데에 관심이 있으며 이에 세계 여러 나라의 교육 현상과 문화, 교육 체제의 성격을 이해하기 위한 충분한 맥락적 지식을 제공한다(So, 2017).
	비교교육을 통해 기대해 볼 수 있는 점은?	비교 교육 연구는 ‘다른 것’ 혹은 ‘타자’에 대한 존중, 전 세계에 걸친 교육의 다양성을 존중하고 이해하는 데에 관심이 있으며 이에 세계 여러 나라의 교육 현상과 문화, 교육 체제의 성격을 이해하기 위한 충분한 맥락적 지식을 제공한다(So, 2017). 더 나아가 비교교육을 통해 자국의 교육에 대한 보다 더 나은 이해, 자국과 외국의 교육발전, 개선, 개혁, 또는 교육발전의 목적을 넘어 일반적인 원리,이론의 개발, 국제적 교육 문제 해결 등을 기대할 수 있다(Trethewey, 1976).
	한일 간, 교육과정 문서 체재 변화의 차이가 의미하는 것은?	그러나 내적 문서 체재인 목표와 성취기준 전반에 있어서 총칙의 기본 방향인‘지식 및 기능’, ‘사고력, 판단력, 표현력’의 강화에 따라서 각 항목별로 ‘지식 및 기능’, ‘사고력, 판단력, 표현력’을 구분하여 일관되게 기술하는 변화가 발견되었다. 이는 한국은 총론과 수학과 교육과정 간의 일관성보다는 교과만의 특성을 살리는 자율성이 지속되는 기조이며, 일본은 총론과 수학과 교육과정 간, 그리고 수학 과목 내에서의 일관성이 함께 지속되는 기조임을 의미한다.

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