생태전환교육 관련 초등학교 통합교과 성취기준 비교 분석: 2015 개정 및 2022 개정교육과정을 중심으로

Abstract

This study aimed to examine how the ecological transition education was reflected in the elementary school integrated curriculum achievement standards by comparing the new and old curriculums, and to find ways to revitalize it. To achieve the purpose of the study, the need for the ecological transition education was examined based on the changes in the environmental education courses in the Korean schools by analyzing the literature on it, and then the content system of the ecological transformation education was used as the framework for the analysis to compare the achievement standards for “Disciplined Life” and “Wise life” in the 2015 and 2022 revised curriculum. The conclusions obtained from this study as follows. First, the achievement standards related to the ecological transition education in the “Disciplined Life” were found relevant in 4 out of 8 areas in the 2015 Revised Curriculum and in all of the 4 areas in the 2022 Revised Curriculum. In terms of the content of the achievement standards, the 2015 revised curriculum focuses on the behavioral problems, but the 2022 Revised Curriculum covers both the behavioral and the emotional aspects of the transition, so that the ecological sensitivity becomes the motivation for ecological behavior. Second, the achievement standards related to the ecological transition education in “Wise life” were found to be relevant in 5 out of 8 areas in the 2015 Revised Curriculum and in all the four areas in the 2022 Revised Curriculum. And, in terms of the content of the achievement standards, the 2015 Revised Curriculum focused on the past and present as the references of the inquiry, but the 2022 Revised Curriculum explores the sustainable life by connecting the future with the past and the present. Third, based on the analysis results, a plan to revitalize the ecological transition education was presented in the “Disciplined Life” and was centered on the practical experience, the “Wise Life” on the exploratory experience and the creative experiential activities that follow the connection. In conclusion, this study is meaningful in that it suggested the direction that elementary school curriculum achievement standards should follow in order to revitalize the transition to ecological education through a comparative.