Bloom의 신 교육목표분류학에 근거한 2015 음악과 교육과정 초등 5, 6학년 학습목표 분석

Abstract

The purpose of this paper is to analyze the learning objectives for 5th and 6th grade elementary music textbooks of 2015 music curriculum based on Bloom's revised taxonomy of educational objectives. In the results of two-dimensional categorization all learning objectives, the proportions were high in order of the objectives of 'apply' conceptual knowledge, 'understand' factual knowledge, 'apply' factual knowledge, and 'understand' conceptual knowledge. In 5th and 6th grade textbooks, conceptual and factual knowledge 'understand' and 'apply' accounted for more than half of the learning objectives, and learning objectives were focused on certain types of knowledge and cognitive process. In addition, learning objectives including higher thinking, such as 'analyze', 'evaluate', and 'create' showed a low rate, and learning objectives of 'remember' did not appear. In the knowledge dimension, factual knowledge and conceptual knowledge accounted for more than 80% of all learning objectives, while procedural knowledge and mega-cognitive knowledge had very low percentages. By area, in the singing and performing areas had a high percentage of conceptual knowledge, while the creating, appreciation and practical application areas had a high percentage of factual knowledge. In cognitive process dimension, 'apply' and 'understand' objectives both had high proportions overall, followed by 'analyze', 'evaluate', and 'create'. Looking at each area, the learning objectives of 'create' was exceptionally high in the creating area. The singing and performing areas accounted for a high percentage of the learning objectives of 'apply', while the appreciation and practical application areas accounted for a high percentage of the learning objectives of 'understand'.