2022 개정 사회과 교육과정의 특징과 쟁점 및 과제

Abstract

This study aims to analyze the characteristics, issues and tasks of the 2022 revised curriculum and present implications for future curriculum revision from the autobiographical perspective of the researcher who participated in research to develop the 2022 revised social studies curriculum. To this end, first, the changes and characteristics of the 2022 revised social studies curriculum were examined as follows. First of all, in terms of the process and procedure of curriculum development, the operation of meetings through various combinations based on school level and major area units, and the collection of opinions considering various objects and methods were presented. Second, in terms of changes in the document system, the main contents and characteristics of the constituent items such as the outline of the curriculum design, character and goals, content system, achievement standards, teaching, learning, and evaluation were presented. Third, in terms of direction and content of development, it was suggested to optimize the amount of learning, enhance the sequence between elementary and secondary contents, restructure the contents and subjects to strengthen field suitability and customized education for students, and reflect national and social needs to actively respond to social changes. In addition, the issues and tasks of the 2022 revised social studies curriculum development were presented as follows. First, as for the process and procedure of curriculum development, problems related to the method of collecting opinions from the public, problems related to the content of the public opinion, and problems that were revised in the draft curriculum document scheduled to be announced without consultation with the researchers were presented. Second, as regards the document system, the formality of the curriculum document system and the confusion related to the revision of the curriculum document system were put forward. Third, in terms of direction and content of development, issues and tasks surrounding topics such as the composition of curriculum for the operation of career-linked semesters in elementary and middle schools, the placement of history units in elementary school social studies, the appropriateness of the amount of learning and the division of textbooks in middle school social studies, field preparation for the application of new subjects related to the high school credit system, the establishment of the relationship between core competences and subject competencies, and the retention of the name of subject competencies were introduced. Based on the understanding of the major issues and tasks raised in the process of developing the 2022 revised social studies curriculum, the following suggestions have been formed for future curriculum revision. First, on the method and procedure of developing the curriculum, improvement measures need to be prepared so that the curriculum can be designed in a way that respects the position of the curriculum researchers and the characteristics of the subject. Second, concerning curriculum research, studies that can provide a valuable basis for future curriculum revision need to be conducted. Third, regarding field application of the curriculum and support for it, it is necessary to prepare support measures to help teachers implement their classes, in consideration of the purpose and direction of change of the social studies curriculum revision.