정신지체 교육과정의 교육목표와 교육내용 쟁점 분석
A Study on Issues Related to the Goals and Contents of Education for the Mentally Retarded
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본 연구는 정신지체 교육과정 개발에 기초 자료를 제공하기 위하여 우리나라 정신지체 교육과정 변천 과정에서 지금까지 논의의 대상이 되어온 교육목표 설정과 교육내용 선정 및 조직에 대한 주요 쟁점들을 분석하고 그 해결 방안을 모색하였다. 교육목표 설정과 관련하여서는 교육목표의 체제, 교육목표의 내용 및 강조점, 교육목표의 진술 방식 등에 대하여 살펴보았으며, 내용 선정 및 조직과 관련하여서는 교육의 본질적 목적인 성장 발달과 현실적 목적인 생활의 문제해결력을 기르기 위한 측면에서 발달중심과 기능중심 접근법의 문제점을 분석하고 해결방안으로 내용을 전달하고 학습하는 학습활동에서 모색하였다.
Abstract
The objective of the present study was to identify major issues related to the setting of educational goals and the selection of education contents discussed in the course of developing curriculums for the mentally retarded, and to suggest solutions for the issues. With regard to the setting of educational goals, we examined the structure of educational goals, the contents and emphases of the goals, the method of describing educational goals, etc. In addition, with regard to the selection and organization of contents, we analyzed problems in the development centered and function centered approaches and discussed solutions for the problems from the aspect of human growth and development, which is the fundamental goal of education, and the acquisition of problem solving ability, which is a practical goal of education. Conclusions drawn from research on educational goals are as follows. First, it is more desirable to set non curricular goals for realizing an educated human being than goals representing subjects or life areas. Second, it is more desirable to suggest educational goals by school level than common educational goals applied to all school levels. Third, it is more desirable to use causative verbs led by teachers for describing general educational goals by school level, and to use accomplishment type verbs led by students for describing particular educational goals by curriculum. Conclusions drawn from research on education contents are as follows. First, rather than completely excluding either developmental tasks or life skills, approach should be made as a matter of what contents are more necessary to whom and when. Second, the matter is not which of curricular knowledge and life skills is more important, but the contents of education for the mentally retarded are meaningful when they are learned by the students purposively and meaningfully and applied to the solving of life problems. Third, what curriculums should be focused on are not contents to be conveyed through education but learners’ activities of learning the contents conveyed. Fourth, learners’ learning activities should be active activities of structuring and restructuring experiences.
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