2015 <사회․문화> 교육과정 개발 과정과 특징에 대한 반성적 고찰

Abstract

This study aims to examine the characteristics and main changes in the curriculum developing process of high school social studies under the 2015 revised curriculum, and to provide implications on future curriculum development of social studies and other relevant subjects. For this purpose, curriculum changes in various situations have been studied. The social studies curriculum development and research for the 2015 revised curriculum was made twice between November 2014 and October 2015. The first research was focused on developing contents elements and achievement standards, and the second was mainly on developing teaching methods and evaluation strategies. The social studies curriculum was developed through the combination and coordination of formal processes such as the policy of general guidance, researchers’ internal meetings, external experts consulting, and public hearing as well as private research. This study suggests five implications on the process and results of the curriculum development. First, there are still confusions despite more frequent interactions between the general guidance and subject than before, which needs to be improved. Second, contents tables need to be continually utilized since they can contribute to grasping the scope and sequence of elementary, middle and high schools. Third, continuous efforts should be made to keep balance and formal consistency with other elective subjects such as <Politics and Law> and <Economy>. Fourth, teachers among the relevant researchers should be required to more actively participate in the development. Fifth, external experts’ and consultants’ major and experience in textbook authoring should be considered when consulting. Four implications are suggested on the contents. First, elimination and addition of specific contents have been made in accordance with the Education Ministry’s ask and the need of the social studies. Second, overlapping and logical organization issues have been improved through the reorganization of some contents. Third, the guide of unit achievement standards and teaching method and evaluation can put strong binds on the teaching field, which requires improvement. Fourth, the aim of the new curriculum needs to be sufficiently reflected in social studies textbooks in order to reduce the amound of education.