듀이이론에 기반한 교육과정 재구성의 지향점 탐색

Abstract

This study focuses on the search for the direction of curriculum reconstruction based on Dewey theory. The direction derived based on the Dewey theory is as follows. First, the perception of achievement standards is changed from ‘the arrival point of curriculum reconstruction’ to ‘a direction indicator for children growth’. Second, the purpose of curriculum reconstruction should be the continuous growth of children's experiences. Therefore, the curriculum reconstruction can be clarified as follows. ‘The purpose of curriculum reconstruction is the continuous growth of children's experiences, and the curriculum reconstruction is for teachers to present the achievement standard as a problem situation by reflecting the context of the region, the school, and the student.’ The professionalism of teachers is required to implement curriculum reconstruction. In other words, the professionalism of teachers is not simple subject matter expertise, but the ability to present a problem situation of an appropriate level that leads to the growth of the children’s experience with a deep understanding of children's experiences and levels. Teachers play a great role as growth helpers and environment creators who provide an environment in which children's experiences can continue to grow based on their professionalism.