2009 개정 통합교과에서 KDB 모형의 TO DO 요소 분석

Abstract

The study analyzed the pattern of "To Do" of the KDB model developed by Drake (2007) using 2009 integrated curriculum revision, which based on subject-oriented de-academic approaching method. As a result, the proportion of conflict resolution and emotional control of the discipline-life was merely 9.1% in the case of the 1st grade and 9% in the 2nd grade. In the case of the 1st grade, the social-network drawing and model making of intelligent life was merely 5%, while the 2nd grade in the social-network drawing and flow making was merely 8.6%. In the case of the 1st grade, performing and appreciating in the pleasant life was only 2.8%, while the 2nd grade is just 6.8% in appreciating, imitating, and performing. While the 1st grade demonstrate most in doing oneself, cooperation, becoming friends, problem solving, and emotional controlling in the case of the disciple life, planning was more prevalent in the 2nd grade. In the intelligent life, examination and investigation presentation were more prevalent in the 1st grade, while social-network drawing was more prevalent in the 2nd grade. The conclusion of the research is as follows: First, as the goal of integrated curriculum, we need to select "something students can do" (to do) appropriate for "tenacity required for students"(to be). Second, the "something that students need to know"(to know) and "something that students can do"(to do) taught in the integrated curriculum should be suggested in a balance, considering characteristics of content elements and features. Third, most of all, teachers should reconstruct the integrated curriculum for effective teaching of "something students can do" in the integrated curriculum.