Bloom의 신교육목표 분류체계에 기초한 2022 개정 교육과정에서 초등 정보교육의 성취기준 분석
Analysis of Achievement Standards for Elementary Information Education in the 2022 Revised Curriculum Based on Bloom's Revised Taxonomy
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초록
본 연구의 목적은 Bloom의 신교육목표 분류체계을 활용하여 2022 개정 교육과정에서 초등 정보교육의 성취기 준을 분석하는 것이다. 정보교육에 관련된 10개의 성취기준을 선택한 후, 이를 24개 문장으로 분리하여 Bloom 분 류체계의 지식수준과 인지과정 측면에서 분석하였다. 분석결과, 모든 분석 대상에서 절차적 지식을 ‘창안하기’ 형태 로 제시한 것이 20.8%로 가장 많았다. 지식수준은 절차적 지식이 62.5%로 가장 많았다. 다음은 개념적 지식과 메타인지 지식으로 바람직한 분포이었다. 인지과정에서는 ‘이해하기’가 가장 많고, ‘창안하기’, ‘적용하기’, ‘분석하기’, ‘평가하기 ’순이었다. 학교 현장에서 교육할 때, 정보교육의 중요한 학습 목표인 창의성 및 문제해결 능력을 강화하기 위하여 ‘창안하기’ 등을 더 강화할 필요가 있다.
Abstract
This study analyzes the achievement standards of elementary information education in the 2022 revised curriculum using Bloom's revised taxonomy. After selecting 10 achievement standards related to information education, they were divided into 24 sentences and analyzed in terms of knowledge level and cognitive process of Bloom's revised taxonomy. In all analysis subjects, procedural knowledge was most often presented as 20.8% in the form of 'Creation'. As for the level of knowledge, procedural knowledge was the most common at 62.5%. Next, it was a desirable distribution of conceptual and metacognitive knowledge. The cognitive process was most often 'understanding'. Next, 'creating', 'applying', 'analysis', and 'evaluation' were in order. In order to strengthen creativity and problem-solving skills, which are important learning goals of information education, it will be necessary to further increase 'creation' in school.
참고문헌 (15)
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