기본교육과정 실과교과서 내적체제 및 기능적 교육과정 요소 분석 - 2008년 개정 특수학교 기본교육과정을 중심으로
Analysis on Internal Organization and Functional Curriculum Elements of Practical Arts Textbooks in the 2008 Revised Basic Curriculum for Special Education
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초록
공통교육과정 실과교과서에 의거하여 2008년 개정 특수학교 기본교육과정 실과교과서의 내적체제(내용 조직 및 내용 구성 방식)를 비교 분석하고, 더불어 이의 기능적 교육과정 요소를 분석하였다. 공통교육과정의 실과교과서에 비추어볼 때 기본교육과정 실과교과서는 내용 조직 및 내용 구성에서 비슷한 체계를 보이며, 전자에 비해 후자는 그 내용 면에 있어서 기초적이고 기본적인 내용을 위주로 구성되었음을 알 수 있다. 기본교육과정 실과교과서의 기능적 교육과정 요소 분석 결과, 생활중심 교육과정으로서의 기본교육과정에는 개인․가정 생활장면과 관련된 내용이 주로 반영되었으며, Brolin의 LCCE 영역(일상생활기능, 개인․사회적 기능, 직업지도와 준비 영역) 요소 중 일상생활기능에 관련된 내용이 많이 수록되었다. 이러한 연구결과에 의거하여특수교육대상 학생을 위한 실과교과서 개발에 서 보완되어야 할 점을 논의하였다.
Abstract
The purpose of this study was to compare the internal structure of practical arts textbooks between those as a national common basic curriculum and those as a basic curriculum newly offered under the 2008 Revised Curriculum, and to analyze the degree to which the characteristics of the functional curriculum are implemented in the textbooks of practical arts as a basic curriculum. The results of this analysis are as follows. When the textbooks of practical arts as a national common basic curriculum was compared with those of practical arts as a basic curriculum in terms of contents organization method and contents composition method, the practical arts textbooks of both curricula had similar composition structure. As to contents elements, the textbooks of practical arts as a basic curriculum were composed by selecting basic and elementary ones from the contents elements in the textbooks of practical arts as a national common basic curriculum. In addition, when functional curricular elements in the textbooks of practical arts as a basic curriculum were analyzed, among 6 types of life scenes reflected in the basic curriculum, life scenes of personal and home life were reflected most, and life scenes of school and social life were reflected relatively less. In addition, the three areas of Brolin‐LCCE (daily living functions, personal and social functions, and vocational guidance and preparation) were reflected evenly in the contents, but some skills essential for disabled students were omitted, so they were required to be added.