초록

AI-Helper

연구는 역량중심 교육과정의 담론이 기존의 학교교육에 대해 제시하는 시사점이 무엇인지 따져봄으로써 그 실현 가능성과 한계가 무엇인지 타진해 보는 데 목적이 있다. 이를 위해 우선 역량중심 교육과정의 담론이 제기되는 배경에 관해 정리해보고 오늘날 학교교육을 둘러싼 다차원적인 사회적 요구가 무엇인지 살펴보았다. 특히 오늘날 역량을 바라보는 관점이 어떻게 달라졌는지 이해하기 위해 전통적인 교육 내용으로서의 지식을 생산하고 공유하는 사회적 조건은 어떻게 달라졌으며 그에 따라 지식을 바라보는 관점에 어떤 변화가 요구되고 있는지 논의하였다. 나아가 역량을 이해하는 보다 총체적인 관점에 관해 논의함으로써 학교교육에서 역량중심 교육과정을 어떻게 구현할 수 있는지 탐색해 보고자 하였다.

Abstract ▼ AI-Helper

In recent time in the Western world and our country, there has been much emphasis on competence in education, while the complexity of the nature of competence raises a number of issues that call for further elaboration and clarification. So called, the transformation into the post-industrial society...

In recent time in the Western world and our country, there has been much emphasis on competence in education, while the complexity of the nature of competence raises a number of issues that call for further elaboration and clarification. So called, the transformation into the post-industrial society emphasizes the significance of knowledge as one of main resources of skilled labour and increasement of interest, and has activated the discourse of competence in educational spheres. Much debate and controversy have been generated by the introduction of competence-based qualifications with a consequent proliferation of literature to draw on. This study demonstrates how the discourses of competence based curriculum would be diverse, and repostulate a holistic view of competence in order to comprehend the performicity of knowledge required in the modern society. This study, in order to appropriately understand the complex and performative nature of competence, suggests that we need to consider the rational nature of experience and practice, the practical nature of competence and its inseparability from context. It leads us not to fall in the functionalism of rationality, reduction to individualistic virtue which is deprived of its social characteristics. In conclusion, this study discusses the implications in reconsidering performicity of knowledge in school curriculum, and the possibilities and limits of competence discourse, in design of school curriculum.

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