초등학교 영재들을 위한 학교교육과정 개발 모형 탐색
An Exploration of the Development of School-based Curriculum Model for the Gifted in Elementary School
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1992년 제6차 교육과정에서부터 도입된 초등학교 학교교육과정개발 정책은 단위 학교에서 영재들을 위한 교육과정을 개발하여 교육할 것을 주문하고 있다. 연구자는 그 활동을 돕기 위해 초등학교 영재들을 위한 학교교육과정 개발 모형을 구안하여 제시하였다. 본 모형은 VanTassel-Baska의 통합적 교육과정 모델(ICM: Integrated Curriculum Model)을 초등교육의 정체성에 비추어 재구성한 것으로서, ICM의 하위모델인 내용 모델, 과정-산출 모델, 인식론적 모델을 초등학교 1～6 학년 아동들의 발달단계에 적절하게 그 적용 비중을 조절하는 것을 특징으로 하고 있다. 본 모형은 초등학교 영재 탤런트 풀을 대상으로 한 교육과정 개발의 일반 모형인 동시에, 영재 개개인의 특성과 요구에 따라서도 그 적용 비중이 달라질 수 있는 개인 모델로서도 기능할 수 있을 것이다.
Abstract
Since 1992, the sixth national curriculum introduced the policy of school- based curriculum development(SBCD) and required all the public elementary schools to develop their own curriculum for the gifted children in their schools. However, in spite of the fact that this curriculum policy for the gifted children has the history of 15 years until now, the current state of its implementation seems to be unsatisfactory. The major reason for that seems to be due to the reality that the schools have not had the theoretical basis for the curriculum development fot the gifted children. In this vein, the researcher presented the theoretical SBCD model for the gifted children in elementary schools under the assumption that the model should suit the identity of elementary education, so that the gifted education in the elementary school can be implemented in its own form and adequacy. Based on the identity of elementary education, the model was developed by reformulating three component models of VanTassel- Baska’s ICM: content model, process-product model, and epistemological model. The major feature of the researcher’s model is to adapt and adjust the three component models differently according to the age level from the first to sixth graders in the elementary school. The model can be used not only as a general model for the talent pool of the school but also as an individual model for a specific gifted child by taking his special needs and characteristics into account. The model is a theoretical one based on the curriculum models for the gifted which were presented by several scholars in the area of G/T education, and it needs to be validated empirically in the future.
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