2015개정 교육과정에서 수학, 과학, 통합교과의 교과 역량 및 성취기준 비교·분석

Abstract

This article characterizes the relationship between subject competency, achievement standard, and learning skills, focusing on the ways of achievement standard statement of the 2015 revised curriculum, through analysis of curriculum documents in mathematics, science, and integrated subjects curriculum, teachers’ guide, and related literature. were comparatively analyzed. Although the achievement standard is a concept that represents the ‘achievement’ of students’ learning, for teachers, it is widely involved in teaching and learning activities from lesson planning to evaluation because it serves as a standard for classroom activities and learning evaluation. Specifically, the following contents were included. First, the method of stating achievement standards for each subject was analyzed in terms of subject competency and function. Second, the case of restructuring achievement standards was considered in terms of autonomy in the operation of the curriculum. Third, the implementation of achievement standards was analyzed in teaching/learning model presented for each subject. Through this study, although the achievement standard itself is a statement that focuses on students' learning achievement, it is necessary to secure the autonomy of the class through restructuring to meet the learning needs of various students. As suggested points, improvement of teachers' perception of the restructuring of achievement standards, improvement of the method of presenting learning activities centered on learning skills in the statement of achievement standards, strengthening the connection between achievement standards and subject competency, and improving the perception of education participants were suggested.