초등교원 임용시험에서 도덕과 교육과정 관련 출제 내용에 관한 연구
A Study on the Contents of Moral Education Curriculum-Related Questions in the Elementary School Teacher Appointment Examination
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이 연구에서는 초등교원 임용시험에서 도덕과 교육과정 관련 출제에서 개선 방향과 초등도덕교육 연구의 과제를 제안하였다. 도덕과 교육과정 관련 문항은 지도서 총론에 근거를 둔 출제가 많고, 수업 모형 관련 문항의 비중이 높으며, 교육과정과 지도서의 교수･학습 및 평가 관련 내용이 조화를 이루지 못하고 있다. 따라서 도덕과 교육과정에서 더 많은 문항을 출제하고, 교육과정의 변화를 묻는 문항을 출제할 필요가 있다. 초등도덕교육 연구는 새 교육과정과 교과서에 부합하는 도덕과교육 이론을 보완하고, 교육과정과 지도서 총론의 교수･학습 및 평가 관련 내용의 정합성을 높여야 하며, 교육 용어 사용에서 일관된 용어를 사용할 필요가 있다.
Abstract
This study proposed improvements to the Moral Education Curriculum-related questions in the Elementary School Teacher Appointment Examination and suggested tasks for elementary moral education research. To this end, I analysed the trends in Moral Education Curriculum-related questions in the Elementary School Teacher Appointment Examination. The analysis revealed that many questions were based on the Teacher's Guide, with questions related to Teaching and Learning Models accounting for a high proportion, and that the content related to teaching and learning, evaluation was not well balanced. The examination fails to evaluate new Moral Education theories that reflect changes in the curriculum. As an improvement direction for questions related to the Moral Education Curriculum, it is proposed that the basis for question formulation should place greater emphasis on the Moral Education Curriculum rather than the Teacher's Guide, and that questions should be formulated to verify whether candidates are aware of changes in the curriculum. As a task for Elementary Moral Education Research, it is necessary to make efforts to supplement Moral Education Theories that align with the new curriculum and textbooks, ensure that descriptions related to teaching and learning, evaluation in the curriculum and Teacher's Guide are harmoniously presented, and make efforts to use consistent terminology in elementary education-related educational terminology.