내러티브 중심의 교육과정 재구성 방향 탐색
In Search of Narrative-Based Curriculum Reconstruction
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The purposes of this study is to understand the concepts and needs of the narrative thinking style and to provide the basic lines of narrative-oriented curriculum reconstruction and diverse options for the reconstruction. For those purposes, the research tasks are as follows. :First, the theoretical base of narrative and curriculum reconstruction are discussed. Second, the basic matters of narrative-based curriculum reconstruction is investigated based on the teacher's narrative and individual and practical knowledge. Third, based on the two tasks above, three lines of narrative-based curriculum reconstruction are constructed. Using the interpretive framework to decide which perspective would be taken in analyzing the curriculum throughout all the stages of curriculum reconstruction, three lines were summarized as follows. : First, the curriculum potential is the implementing the value of curriculum itself and refers to the strategy to perceive and conceive the capacity of curriculum materials differently according to the teachers' individual knowledge. Second, the curriculum interpretation is meaning making of curriculum and focuses on the construction of the meanings of each curriculum material differently according to the teachers' individual knowledge and experience. Third, action research will exert meaningful impacts on the teachers' reflection on their own lessons and their improvement efforts, as well as the curriculum reconstruction.
Abstract
The purposes of this study is to understand the concepts and needs of the narrative thinking style and to provide the basic lines of narrative-oriented curriculum reconstruction and diverse options for the reconstruction. For those purposes, the research tasks are as follows. :First, the theoretical base of narrative and curriculum reconstruction are discussed. Second, the basic matters of narrative-based curriculum reconstruction is investigated based on the teacher's narrative and individual and practical knowledge. Third, based on the two tasks above, three lines of narrative-based curriculum reconstruction are constructed. Using the interpretive framework to decide which perspective would be taken in analyzing the curriculum throughout all the stages of curriculum reconstruction, three lines were summarized as follows. : First, the curriculum potential is the implementing the value of curriculum itself and refers to the strategy to perceive and conceive the capacity of curriculum materials differently according to the teachers' individual knowledge. Second, the curriculum interpretation is meaning making of curriculum and focuses on the construction of the meanings of each curriculum material differently according to the teachers' individual knowledge and experience. Third, action research will exert meaningful impacts on the teachers' reflection on their own lessons and their improvement efforts, as well as the curriculum reconstruction.
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