2022 개정 한문과 교육과정 적용 교과서 개발에서 변혁적 역량 구현 검토

Abstract

The OECD implemented the DeSeCo project and the OECD Education 2030 project corresponding to its follow-up research for competency-based education. In the first stage of OECD Education 2030, the Learning Framework and Learning Compass 2030 were presented, focusing on 'what to teach'. The competence of OECD Education 2030 refers to the ability to operate knowledge, functions, attitudes, and values to meet complex needs in uncertain situations, and presents Creating new values, Reconciling tensions & dilemas, and Taking response capabilities as categories of transformational competency. Based on the six core competencies of the general theory, the 2022 revised Chinese characters and curriculum proposal presented the five subject competencies of 'knowledge information processing', 'creative thinking', 'aesthetic sensibility', 'communication', and 'personality competency'. Knowledge information processing, creative thinking, and aesthetic sensibility are based on core competencies, and communication is connected to cooperative communication among core competencies. Among the core competencies, self-management competencies and community competencies were combined to present them as personality competencies. In order for the curriculum presented in the next revised Chinese literature curriculum to be realized in the educational field and classes, it is necessary to develop a competency-applied textbook containing the voices of the school field. In the survey conducted in this study, more than 70% of Chinese language teachers were aware of the curriculum competency of the 2015 revised curriculum. On the other hand, more than 70% of the respondents only know that the 2022 revised Chinese language curriculum has curriculum competency, and more than 15% of the respondents said they have never heard of curriculum competency. In addition, it was found that most Chinese characters and teachers were not well aware of their transformational capabilities. About 30 percent of the respondents said that knowledge information processing capabilities should be the most important among the six core competencies, and about 25 percent said that cooperative communication capabilities are important. In addition, 35% answered that the most important thing in subject competency was personality competency, and about 30% answered with knowledge information processing competency. Based on this, the competencies that teachers think should deal with most importantly in the development of Chinese characters and textbooks are knowledge information processing capabilities and personality capabilities, which are expected to be major issues in future textbook development.