중등 중국어 교육과정 재구성 현황과 주제 중심 교과 통합 유형의 적용에 대한 고찰
A Study on Curriculum Restructuring in Secondary Chinese Classrooms and Application of Integrated Theme-based Class
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The paper analyzed the current status of Chinese curriculum restructuring in the secondary schools based on the types of reform classified by a review of previous studies on curriculum restructuring. It further designed a teaching model to activate the integrated theme-based class which is not widely implemented and examined its effectiveness by expert reviews. It was observed that most Chinese education restructuring in the secondary school classrooms assumed passive types of change. Content adjustment such as removal, addition, or replacement was being actively implemented regardless of the school level or the instructor’s teaching experience. On the contrary, order adjustment elicited similar rates of positive and negative responses, while more experienced teachers tended to show a lower rate of practicing the adjustment. Furthermore, more active reform was not widely carried out, such as using self-developed in-house textbooks or integrated theme-based class. Based on such status quo, a model of integrated theme-based class was devised and its efficiency was investigated involving the actual teaching of in-service Chinese teachers. The result revealed that the model conformed with students’ interest, the purport of the curriculum and future-oriented line of education. It was also evaluated as a class that made students familiar with Chinese characters, that helped them get closer to peers and that helped them have a better understanding of artistic shapes and expand their ability to express.
Abstract
The paper analyzed the current status of Chinese curriculum restructuring in the secondary schools based on the types of reform classified by a review of previous studies on curriculum restructuring. It further designed a teaching model to activate the integrated theme-based class which is not widely implemented and examined its effectiveness by expert reviews. It was observed that most Chinese education restructuring in the secondary school classrooms assumed passive types of change. Content adjustment such as removal, addition, or replacement was being actively implemented regardless of the school level or the instructor’s teaching experience. On the contrary, order adjustment elicited similar rates of positive and negative responses, while more experienced teachers tended to show a lower rate of practicing the adjustment. Furthermore, more active reform was not widely carried out, such as using self-developed in-house textbooks or integrated theme-based class. Based on such status quo, a model of integrated theme-based class was devised and its efficiency was investigated involving the actual teaching of in-service Chinese teachers. The result revealed that the model conformed with students’ interest, the purport of the curriculum and future-oriented line of education. It was also evaluated as a class that made students familiar with Chinese characters, that helped them get closer to peers and that helped them have a better understanding of artistic shapes and expand their ability to express.
참고문헌 (23)
- 김예슬, "중학교 가정과 교사의 교육과정 재구성 실태와 활성화 방안", 교원교육, 33(1), pp.155~179 (2017), 교육연구원[DOI]
- 김재춘, "교육과정과 교육평가" (2017), 교육과학사
- 김정렬, "내용통합 영어교육에서 주지교과와 기능교과 통합 효과의 메타분석", Foreign Languages Education, 20(3), pp.223~245 (2013), 한국외국어교육학회
- 김정렬, "초등학교 영어⋅음악 내용 중심 통합 수업의 효과", 영어교과교육, 7(2), pp.131~152 (2008)
- 김지현, "‘교육과정 재구성’용어에 관한 혼란과 그 대안 탐색", 석사, pp.2016
- 김평국, "초등학교 교사들의 교과 내용 재구성 실태와 그 활성화 방안", 교육과정연구, 22(2), pp.135~161 (2004), 한국교육과정학회
- 김평국, "중등학교 교사들의 교과 내용 재구성 실태와 그 활성화 방향", 교육과정연구, 23(4), pp.91~130 (2005), 한국교육과정학회
- 방기용, "敎師의 敎育課程 再構成 沮害 要因 分析 : 根據理論의 適用", 박사, 교육학과 교육과정및방법전공, pp.2012
- 서명석, "교육과정 재구성의 개념적 애매성과 모호성 비판", 교육과정연구, 29(3), pp.75~91 (2011), 한국교육과정학회[DOI]
- 소경희, "국가수준에서 개발된 교육과정의 실행 양상에 대한 이해 - 초등학교 국어과 사례를 중심으로 -", 교육과정연구, 21(1), pp.129~153 (2003), 한국교육과정학회
- 손중선, "문법지도를 위한 초등영어 교과서 재구성 방안 제안", 영어영문학연구, 43(1), pp.271~292 (2017), 대한영어영문학회[DOI]
- 창의적 문제해결력 증진을 위한 사회과 교육과정의 재구성 방안 연구, "신종호", 한국교육과정평가원⋅서울대학교, ~, pp.연구보고서 RRC 2009-10-3 (2009)
- 윤성한, "교육과정 재구성과 수업 디자인" (2017), 교육과학사
- 이경진, "‘실행’을 중심으로 본 교육과정의 의미와 교사의 역할", 교육과정연구, 23(3), pp.57~80 (2005), 한국교육과정학회
- 이병천, "영어교과 교육과정 재구성의 의미와 유형 탐색", 중등영어교육, 10(1), pp.65~84 (2017), 한국중등영어교육학회
- 이상호, "교사의 교육과정 목표 및 내용 재구성 양상과 그 교육적 의도에 대한 연구 : 초등 사회과·과학과를 중심으로", 박사, 교육과정, pp.2007
- 중국어교과의 교육과정 재구성 현황 및 활성화 방안, "이희정", 한국교원대학교, ~ (2017)
- 교육과정 평가 연수 프로그램 개발 및 적용 연구, "조덕주", 한국교육과정평가원, ~, pp.RRC1999-4 (1999)
- Berman, P., "Federal programs supporting educational change: Vol.7. Factors affecting implementation and continuation" (1977), Rand Corporation
- Fullan, M., "Research on curriculum and instruction implementation", Review of Educational Research, 47(2), pp.335~397 (1977)
- Ornstein, A. C., "Curriculum: Foundation, principles, and issues" (2004), Pearson Education
- Snyder, J., "Handbook of research on curriculum", pp.402~435 (1992), Macmillan Publishing Co
- Walker, D. F., "Curriculum and aims" (2004), Teachers College Press