2015 개정 교육과정에서 과학과와 타 교과의 성취 기준에 바탕을 둔 내용 연계성 분석
Analysis on the Contents Linkage Based on the Achievement Standards of Science and Other Subjects in the 2015 Revised National Curriculum
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The purpose of this study was to analyze the content linkage between science and other subjects based on achievement standards to derive a plan to optimize the amount of learning, and to improve the efficiency of curriculum operation. The targeted subjects was science, practical arts, social studies, physical education, and morality. The results are as follows. First, in the area of ‘our body and health’, it seems that complementary linkage among subjects are well secured. However, considering that science is a basic subject that deals with the structure and function of living things, there is a need to delay the period of dealing with related contents in physical education and practical arts. Second, in the area of ‘living things and environment’, the core contents of environmental education are presented in a balanced way to match the characteristics of each subject. However, it is necessary that science first deals with the concept of sustainable development in relation to the conservation of ecosystem. Third, in the area of ‘reproduction’, the content is closely related to the academic characteristics and identity of science, so the relevant achievement standards should be presented centering on science, and then it would be desirable that the sociocultural sex and sexual ethics are sequentially dealt with in other subjects. Fourth, in the area of ‘science and technology’, examples of using life science, cutting-edge science and technology, and energy are presented. It seems necessary to reduce the scope and level of science and technology presented in practical arts. Fifth, in the area of ‘natural disaster and our life’, it would be better to deal with the achievement standards focusing on earthquakes and volcanoes in science, and the other ones in social studies.
Abstract
The purpose of this study was to analyze the content linkage between science and other subjects based on achievement standards to derive a plan to optimize the amount of learning, and to improve the efficiency of curriculum operation. The targeted subjects was science, practical arts, social studies, physical education, and morality. The results are as follows. First, in the area of ‘our body and health’, it seems that complementary linkage among subjects are well secured. However, considering that science is a basic subject that deals with the structure and function of living things, there is a need to delay the period of dealing with related contents in physical education and practical arts. Second, in the area of ‘living things and environment’, the core contents of environmental education are presented in a balanced way to match the characteristics of each subject. However, it is necessary that science first deals with the concept of sustainable development in relation to the conservation of ecosystem. Third, in the area of ‘reproduction’, the content is closely related to the academic characteristics and identity of science, so the relevant achievement standards should be presented centering on science, and then it would be desirable that the sociocultural sex and sexual ethics are sequentially dealt with in other subjects. Fourth, in the area of ‘science and technology’, examples of using life science, cutting-edge science and technology, and energy are presented. It seems necessary to reduce the scope and level of science and technology presented in practical arts. Fifth, in the area of ‘natural disaster and our life’, it would be better to deal with the achievement standards focusing on earthquakes and volcanoes in science, and the other ones in social studies.
참고문헌 (33)
- 전세경, "실과 교육과정 내용을 중심으로 한 교과 간 교육내용 중복에 관한 연구", 한국실과교육학회지, 18(3), pp.115~142 (2005), 한국실과교육학회
- 교과군 도입 및 설정의 준거에 대한 타당성 분석 연구, "한국실과교육학회지", 2010, 399~428, pp.한국실과교육학회
- 지준호, "지속가능 발전을 위한 초등학교 환경교육 방향 모색 - 초등학교 5, 6학년을 중심으로-", 한국철학논집, (31), pp.113~141 (2011), 한국철학사연구회[DOI]
- 정은영, "2009 개정 교육과정에 따른 과학과 교육과정 적용과 질 관리 방안에 관한 초‧중학교 교사의 인식", 과학교육연구지, 36(2), pp.354~368 (2012), 과학교육연구소[DOI]
- 강호감, "제7차 초중등 교육과정에서 타 교과에 나타나는 생물 관련 내용의 분석", 생물교육, 35(1), pp.117~133 (2007), 한국생물교육학회[DOI]
- Kim, D., "Curriculum and Education Evaluation" (1999), Hakjisa
- 김영민, "2015 개정 초등영어 교과서의 타교과 연계 분석", 경인교육대학교 교육연구원 교육논총, 38(3), pp.393~413 (2018), 교육연구원[DOI]
- A Study on the Draft Proposal in the 2015 Revised Science Curriculum, "Korea Foundation for the Advancement of Science and Creativity", ~ (2015)
- 곽영순, "핵심역량과 융합교육에 초점을 둔 과학과 교육과정 개선방향 연구", 한국과학교육학회지, 34(3), pp.321~330 (2014), 한국과학교육학회[DOI]
- Analysis of Achievement Standards Linkage in the 2015 Revised Elementary and Middle School Curriculum, "Kwon, J.", KICE, ~, pp.Research report RRC 2017-8-2 (2017)
- 이효녕, "과학 교과와 연계된 통합 교육의 국내 연구 동향 분석", 교과교육학연구, 18(2), pp.295~319 (2014), 교과교육연구소[DOI]
- A Study on Setting the Curriculum Development Direction, "Lee, K.", KICE, ~, pp.Research report RRC 2014-7 (2014)
- Exploration for Improvement Direction in the Curriculum, "Lee, M.", KICE, ~, pp.Research report RRC 2014-6 (2014)
- Lee, Y., "Content analysis of food & nutrition section in middle school textbooks –Home economics, physical education and science-", Journal of Korean Home Economics Education Association, 12(3), pp.53~63 (2000)
- A Study on the Facts and Improvement Points in the National Science Curriculum, "Lee, Y.", KICE, ~, pp.Research report CRC 2004-4-7 (2004)
- 이유언, "초등학교 ‘생물과 환경’ 단원의 위상과 수업 운영에 대한 초등교사의 인식", 생물교육, 47(3), pp.324~335 (2019), 한국생물교육학회[DOI]
- 임효진, "교육의 내재적 가치 관점에서 지속가능발전교육의 교육적 고찰과 발전 방향 연구", 환경교육, 29(4), pp.384~399 (2016), 한국환경교육학회[DOI]
- 임유나, "2015 개정 과학과 교육과정의 교육내용 적정화 검토: 공통교육과정을 중심으로", 학습자중심교과교육연구, 15(12), pp.437~460 (2015), 학습자중심교과교육학회
- Explanatory Notes on the 2015 Revised Curriculum. -Primary School-, "Ministry of Education", ~ (2015)
- Ministry of Education, "Science Curriculum Based on the 2015 Revised Curriculum" (2015), Ministry of Education
- 박재근, "2009개정 교육과정에서 과학과와 타교과의 성취기준 중복성에 대한 분석", 과학교육연구지, 38(2), pp.231~243 (2014), 과학교육연구소[DOI]
- 박재근, "초등 교육과정에서 과학과의 생물 영역과 타 교과의 내용 연계성에 대한 분석", 초등과학교육, 26(1), pp.63~75 (2007), 한국초등과학교육학회
- 박지영, "교과서에 제시된 생명윤리교육 실태 - ‘국어’, ‘도덕’, ‘사회’, ‘과학’, ‘기술·가정’ 교과를 중심으로 -", 교육과정평가연구, 8(2), pp.151~174 (2005), 한국교육과정평가원
- 박재근, "초등학교 교육과정의 환경교육 관련 내용 요소 비교", 과학교육연구지, 35(2), pp.250~261 (2011), 과학교육연구소[DOI]
- Exploring Advanced Reform Plans in the Elementary, Middle and High School Curriculum, "Park, S.", KICE, ~, pp.Research report 2009-11 (2009)
- Saylor, J., "Planning Curriculum for Schools" (1974), Holt, Rinehart and Winston
- 서태열, "지구촌 시대의 '환경을 위한 교육'의 개념적 모형의 재정립", 한국지리환경교육학회지, 11(1), pp.1~12 (2003), 한국지리환경교육학회
- 설규주, "사회과와 도덕과의 교육과정 내용 중복성에 대한 분석과 대응", 시민교육연구, 43(1), pp.55~86 (2011), 한국사회과교육학회[DOI]
- 심왕섭, "중학교 과학 및 기술‧가정 교과의 교육과정과 교과서에 제시된 소화와 에너지 단원의 내용 중복 및 연계성 분석", 과학교육연구지, 41(1), pp.1~15 (2017), 과학교육연구소[DOI]
- 소경희, "2015 개정 교육과정 총론 개정안이 남긴 과제 : 각론 개발의 쟁점 탐색", 교육과정연구, 33(1), pp.195~214 (2015), 한국교육과정학회[DOI]
- Review of Contexts and Structures for Education for Sustainable Development Learning for Sustainable World 2009, "UNESCO", UNESCO, ~ (2009)
- 양소영, "각 교과 간 핵심 내용 연계에 따른 초등학교 3·4 학년군 음악과 중심 융합 교육 방안 탐색", 음악교육연구, 44(3), pp.91~110 (2015), 한국음악교육학회
- 윤관기, "2015 개정 교육과정에 따른 초등학교 음악교과서에 반영된 다른 예술영역 및 교과와의 연계 분석", 음악교육연구, 48(4), pp.207~221 (2019), 한국음악교육학회