[논문]북한 소학교와 초급중학교 과학과 교사용 지도서의 교수내용지식(PCK) 요소 분석

정세종; 나지연

doi:10.14697/jkase.2020.40.4.415

[국내논문] 북한 소학교와 초급중학교 과학과 교사용 지도서의 교수내용지식(PCK) 요소 분석
An Analysis of the PCK Components of Science Teacher's Guidebooks for Elementary School and Middle School in North Korea 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.40 no.4, 2020년, pp.415 - 427

초록
AI-Helper

본 연구는 북한에서 '2013 제1차 전반적 12년제 의무교육강령'이 시행된 이후에 출판된 소학교 1학년과 초급중학교 1학년 과학과 교사용 지도서에 나타난 PCK 요소를 분석함으로써 북한에서 진행되는 과학교육을 이해하는 데 목적이 있다. 분석 결과 두 지도서 모두 '과학 내용에 관한 지식'의 비율이 가장 높았고, '과학 교수전략에 관한 지식', '과학교육과정 관한 지식'이 뒤를 이었다. 반면에 '과학 평가에 관한 지식', '학생에 관한 지식'은 내용이 현저하게 부족하였다. '과학 내용에 관한 지식'에서는 소학교와 초급중학교 모두 '개념 및 이론'의 비중이 가장 높았으며 '실험 및 탐구'의 비중도 다른 PCK 요소에 비해서는 상당히 높았다. 북한의 과학과 지도서는 학생에게 과학 개념 및 이론을 전달하거나 탐구 수업을 진행할 때 '토론'을 활동으로 제시함으로써 구성주의 교수 흐름을 표방하고 있었다. '과학 교수 전략에 관한 지식'은 '주제-특이적 전략' 중 '활동 순서 및 방식'을 안내하는 부분이 주를 이루었으며 '교과-특이적 전략'은 극히 일부분만 제시되었다. 또한 북한의 과학과 지도서는 총론과 각론 모두에서 과학교육의 이론적 배경 요소가 거의 제시되지 않았다. '과학 교육과정에 관한 지식'은 '수업 목표'가 주를 이루었고, '수직 연계'와 '수평 연계'도 일부 제시되었다. '과학 평가에 관한 지식'과 '학생에 관한 지식'은 우리나라의 과학과 지도서와 비교했을 때 차지하는 비중이 작았다.

Abstract ▼ AI-Helper

This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1st grade elementary school and (2) Guidebook for 1st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.

Keyword

표/그림 (14)

표 Table 1. Information of Science teacher’s Guidebooks in North Korea
표 Table 2. Table of Contents in Science teacher’s Guidebook for North Korean Elementary School
표 Table 3. Table of Contents in Science teacher’s Guidebook for North Korean Middle School
표 Table 4. Order of Contents of Science teacher’s Guidebook for North Korean Elementary School
표 Table 5. Order of Contents of Science teacher’s Guidebook for North Korean Middle School
표 Table 6. Framework for Components and Sub-components of PCK used in this Research
그림 Figure 1. An example of how to measure rectangular areas for PCK components in North Korean Science teacher’s Guidebooks
표 Table 7. Overall percentage of PCK components
표 Table 8. Knowledge of Subject Matter: Percentage of Sub-component
표 Table 9. Knowledge of Instructional Strategies in Science: Percentage of Sub-component
표 Table 10. Contents of Lecture for Instructional Method in Science teacher’s Guidebook for North Korean Middle School
표 Table 11. Knowledge of Assessment in Science: Percentage of Sub-component
표 Table 12. Knowledge of Science Curriculum: Percentage of Sub-component
표 Table 13. Knowledge of Students: Percentage of Sub-component

질의응답

핵심어	질문	논문에서 추출한 답변
	북한의 교육은 어떤 정책을 표방하였는가?	그리고 새롭게 발표된 교육강령에 발맞춰 북한의 의무교육 기간, 학제, 과목별 시수 및 교과서 등에서도 큰 변화가 일어났다. 그동안 북한 교육정책의 변화를 볼 때 북한의 교육은 1994년 김정일 시대의 실리주의 정책을 표방한 이래로 더욱더 국제적 표준에 가깝게 변화하고 있다(Kim, 2016). 이는 김정은을 비롯하여 북한의 지배 계층이 유학을 통해 선진국의 교육을 경험하였기 때문이라고 볼 수 있을 것이다 (Shin, 2018).
	김정은은 남한의 국가 교육과정에 해당하는 무엇을 개정하여 발표하였는가?	북한은 김정은 국무위원장의 집권 이후, 남한의 국가 교육과정에 해당하는 ‘제1차 전반적 12년제 의무교육강령(이하 교육강령)’을 개정하여 발표하였다(Education Commission in North Korea, 2013). 그리고 새롭게 발표된 교육강령에 발맞춰 북한의 의무교육 기간, 학제, 과목별 시수 및 교과서 등에서도 큰 변화가 일어났다.
	북한 교육정책의 변화가 일어난 원인은?	그동안 북한 교육정책의 변화를 볼 때 북한의 교육은 1994년 김정일 시대의 실리주의 정책을 표방한 이래로 더욱더 국제적 표준에 가깝게 변화하고 있다(Kim, 2016). 이는 김정은을 비롯하여 북한의 지배 계층이 유학을 통해 선진국의 교육을 경험하였기 때문이라고 볼 수 있을 것이다 (Shin, 2018). 물론 ‘자연(과학)’ 과목도 예외는 아니다.

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