제7차 우리들은 1학년 교육과정 편성·운영 실태 및 개선 방안

Abstract

This study was to measure the extent to which the contents of ‘We Are the First Graders' in the 7th curriculum reflected local circumstances at the provincial and school levels, how and to what extent teachers reorganized the contents of the subject at the classroom level, and investigate whether the subject's sequence was maintained with Kindergarten curriculum and the curriculum coming after the subject. The data were gathered through document analysis, survey, observation and interviews. The provincial guidelines, textbooks, teacher's guide, and school curriculum contained least amount of contents reflecting local circumstances. Teachers reorganized contents moderately and relied on simple types of reorganization. There was a lack of sequence both with Kindergarten curriculum and the curriculum following the subject. To reflect local circumstances, it is necessary to differentiate the provincial guidelines, textbooks, and teachers' guide, and school curriculum in accordance with industrial division, i.e., urban, rural, and mountain areas. To support teachers for reorganizing contents of the subject, administrators need to provide increased sessions for staff development and various instructional materials, reduce non-instructional workload and the number of students per class, and increase facilities. Further, it is necessary to coordinate between curriculum developers of different subjects in order to strengthen the subject's sequence both with Kindergarten curriculum and the curriculum coming after the subject.