2022 개정 중학교 ‘사회’ 일반사회 영역 교육과정 개정 과정과 결과에 대한 반성적 성찰

Abstract

The purpose of this study is to reflect on the process and results of the revision of the 2022 revised middle school social studies curriculum. To this end, the context and process of the revision of the 2022 revised middle school social studies curriculum were first reviewed, and the revision direction and content composition were examined. Based on this, the main changes in the curriculum are summarized as follows. The topic name was developed to be considered as a subject and academic background, but to be related to students' daily lives. The composition of the achievement standard group was also generally developed in the form of a combination of knowledge, skill and thinking, inducing contextual teaching of knowledge, discovery of knowledge, and inquiry learning. In addition, the third achievement standard presented social problems and public issues so that students could develop civic knowledge by developing discussion skills such as insisting on their opinions and listening to others' opinions. On the other hand, the explanation of achievement standards, like achievement standards, was based on students, but it was stated in the form of explaining the purpose and intention of the achievement standards with the contents and situation of textbook writing in mind. In addition, consideration when applying achievement standards was based on teachers, and introduction questions, teaching and evaluation methods, related data, and precautions that can be used to teach the subject and achievement standards focusing on the class, evaluation and situation. As a result, the 2022 revised curriculum middle school social studies curriculum has the main characteristic of harmonizing inquiry on social phenomena and decision-making on public issues. The characteristics of the curriculum focused on ‘inquiry and decision-making' were embodied through the following three. First, the achievement standards were inductively constructed by emphasizing the student's experience and context. Second, the skill and thinking elements were strengthened in the statement of achievement standards. Third, the elements of civic education were strengthened by emphasizing discussions and debates on social problems and issues. The 2022 revised middle school social studies curriculum developed as described above was the result of compromise through various opinions and conflicts, and through this study, we also reflected on the democracy and structural limitations of the compromise process.