2015개정 통합교과 교육과정 내용 체계와 정체성으로 인한 학습결과 차이

Abstract

This paper examined the effect of teachers' perception of the content system and the identity of the integrated subjects curriculum on the learning outcomes of students in the course of applying the 2015 revised integrated subjects curriculum. The impact on students' learning patterns was analyzed according to the content and scope of the integrated subjects curriculum from the 4th revision to the 2015 revision. To this end, first, through the analysis of the integrated subjects curriculum and textbook composition method, the effects of changes in each subject on the lesson plan and learning of the teacher were examined. Second, it aimed to reveal the situation outside the control of the teacher through the view of various class situations that affect the teacher's integrated subjects class planning and learning outcomes. Third, the differences in teacher perception of teaching and changes in learning outcomes caused by the standardization of the national curriculum content system were analyzed. Through this study, it is important to include various factors such as systematization of curriculum contents, establishment of identity of curriculum, subject matter execution, and core competencies in curriculum revision. It indicated that it could add to the confusion over whether or not to act. In addition, the expansion of field teachers’ participation and their design and implementation at the classroom level should be included in the development of the national curriculum.