KDB 프레임워크에 근거한 2015 개정 통합사회, 통합과학 과목의 성취기준 분석
Analysis on Achievement Standard of the Integrated Social Studies and Integrated Science of 2015 Revised Curriculum based on KDB Frame Work
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초록
본 연구의 목적은 2015 개정 통합사회, 통합과학 교과의 성취기준을 KDB 프레임워크에 근거하여 분석하고 교과 교육과정 성취 기준 개선을 위한 시사점을 논의하는 것이다. KDB 프레임워크는 교육과정 분석의 틀로, ‘학습자들이 알아야 하는 것’(Know, 지식), ‘수행할 수 있어야 하는 것’(Do, 기능), ‘학습자들이 되었으면 하는 것’(Be, 태도·신념·행위)을 분석의 기준으로 삼는다. 분석 결과 KDB 관점에서 볼 때 전체적으로 통합사회, 통합과학 교과의 성취기준은 ‘아는 것’과 ‘하는 것’으로 초점화 되어 있고, ‘되는 것’과 관련된 성취기준은 상당히 미흡하다고 할 수 있다. 통합사회의 경우, ‘하는 것’과 관련된 진술은 ‘파악하기’가 가장 많이 나타났으며, ‘조사하기’, ‘탐구(탐색)하기’, ‘제안(제시)하기’, ‘이해하기’, ‘설명하기’ 등으로 진술되고 있었다. 통합과학의 경우, ‘하는 것’에 대한 진술은 ‘추론하기’가 가장 많이 활용되었으며, ‘이해하기’, ‘토의․발표하기’ ‘설명하기’, 분석하기, 평가하기, 해석하기 등으로 표현되고 있었다. ‘되는 것’에 대한 성취기준은 통합사회의 경우 성취기준 29개 중 3개의 성취기준에서 제시되고 있으며, ‘성찰하기’, ‘태도갖기’로 표현되고 있었다. 통합과학의 경우 32개의 성취기준에서 ‘되는 것’과 관련된 성취기준은 전혀 제시되지 않고 있었다. 분석 결과를 고려해볼 때, 향후 교과 교육과정 성취 기준 개선을 위해 성취기준 진술에서 ‘아는 것’, ‘하는 것’, ‘되는 것’ 간의 균형성에 대한 검토’, ‘성취기준에 표현된 ‘하는 것’의 진술 수준에 대한 검토’, ‘성취기준의 ‘하는 것’의 진술 구조에 대한 검토’, ‘학습자의 능동적인 활동을 유도할 수 있는 성취 기준의 진술’, ‘교과 교육과정 개발 시 성취기준 진술의 중요성 인식’등이 필요하다.
Abstract
The aim of this study was to discuss a implication deduction for improvement of subject curriculum by analysis of the Integrated Social Studies and Integrated Science in 2015 revised curriculum through KDB Frame Work. KDB Frame Work was curriculum analysis frame that consisted of Know(knowledge), Do(skill), Be(attitude·belief·action). Based on analysis results of achievement standards of Integrated Social Studies and Integrated Science, achievement standard of the Integrated Social Studies and Integrated Science was consisted of ‘know’ and ‘do’ generally, there is insufficiency of ‘be’ in achievement standard. In Integrated Social Studies, grasp was most often appeared in statement related ‘Do’ and investigation, inquiry, suggestion, understanding, explain was followed. In case Integrated Science, inference was most often appeared in statement related ‘Do’ and understanding, dicussion·report, explain, analysis, evaluation, interpretation was followed. In Integrated Social Studies, statement related ‘Be’ was appeared on 3 achievement standards of 29 achievement standards, its achievement standards was stated in reflection, having attitude. The achievement standards of integrated science was consisted of 32 achievement standards and there is no achievement standards related ‘Be’ of 32. According to analysis results, to improve achievement standards of subject curriculum in future, this study proposed the need of the review of balance between ‘Know’, ‘Do’, ‘Be’ in statement of achievement standard, the review of statement level of ‘Do’ in achievement standard, the review of statement structure of ‘Do’ in achievement standard, the statement of achievement standard to induce student’s positive activity, the recognition of impotance on statement of achievement standard in curriculum development.
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