여러 나라의 통합수업 이야기: 네덜란드와 핀란드를 중심으로
Stories of Integrated Lessons in Various Countries: Focusing on the Netherlands and Finland
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
본 연구는 특정 국가의 맥락에서 통합수업의 의미를 살펴보기 위해 네덜란드와 핀란드의 통합수업을 살펴보았다. 네덜란드와 핀란드의 통합수업을 ‘국가 교육 체제-국가교육과정 지역교육과정-통합수업’이라는 틀로 살펴본 결과, 네덜란드는 ‘자유’를 교육목표로 삼 아 학교에 교육과정의 자율성을 부여하고 있으며, 포괄적인 성취기준을 통해 학교가 학생 의 관심을 중심으로 통합수업을 실행할 수 있도록 하고 있었다. 반면, 핀란드는 ‘공평과 평등’을 강조하며, 학생 개개인이 최대한의 성취를 이룰 수 있도록 지원하는 체계를 갖춤 과 동시에 현상기반학습의 의무화, 환경과를 통해 통합수업을 지향하고 있었다. 연구 결과, 두 나라의 통합수업은 학생 개별에 맞춘 교육 방식일 뿐 아니라, 학생들이 시민으로 성장 하는 데 기여하는 실질적인 교육 방법임을 확인할 수 있었다. 이러한 통합수업의 의미는 교과 중심의 통합을 넘어, 학생을 중심으로 한 통합적 접근을 가능하게 한다.
Abstract
This study examined integrated lessons in the Netherlands and Finland to explore the meaning of integrated lessons in the context of specific countries. As a result of examining integrated lessons in the Netherlands and Finland within the framework of the ‘national education system - national curriculum - local curriculum - integrated lessons', the Netherlands sets ‘freedom' as its educational goal and grants schools autonomy in the curriculum. In addition, comprehensive standards enabled schools to implement integrated classes centered on students' interests. On the other hand, Finland emphasized ‘equity and equality' and had a system in place to support each student to achieve their maximum potential, while also pursuing integrated lessons through mandatory phenomenon-based learning and environmental studies. The study confirmed that integrated lessons in both countries are not only an educational method tailored to individual students but also a practical educational method that contributes to students' growth as citizens. The significance of such integrated lessons extends beyond subject-centered integration and allows for a student-centered integrated approach.
참고문헌 (43)
- 김규환, "네덜란드의 고등교육", 대학교육지, (154), pp.88~98 (2008)
- 김승호, "분과교과의 통합교과적 의의", 교육과정연구, 36(4), pp.23~42 (2018)
- 유한구, "교과 통합의 이론적 쟁점", 통합교과 및 특별활동연구, 5(1), pp.1~14 (1988)
- 유한구, "통합교과 교육론" (1998), 교육과학사
- 윤성희, "노는 것부터 가르치는 이상한 나라" (2017), 고두미
- 이대식, "특수교육대상자 1.7%의 비밀", 행복한 교육 (2023)
- 정광순, "교육과정에 기초한 초등통합교과 지도" (2010), 양서원
- 정광순, "2009 개정 교육과정에 따른 초등학교 통합교과 교육론" (2012), 학지사
- 정광순, "2015 개정 교육과정에 따른 초등학교 통합교과 교육론" (2019), 학지사
- Altinyelken, H. K., "Education in the European Union: pre-2003Member States", pp.305~324 (2015)
- Beane, J. A., "Curriculum integration: Designing the core of democratic education" (1997), Teachers College Press
- Broer, J, "Pedagogies for Diverse Contexts", pp.15~28 (2018), Routledge
- Broer, N. A., "Educational freedom and educational ideals in the Netherlands", International Journal of Christianity &Education, 28(1), pp.101~119 (2024)
- de Dukdalf, "Schoolgids: Een avontuurlijke expeditie voor jonge ontdekkingsreizigers" (2022), de Dukdalf
- de Pionier, "Openbare Basisschool De Pionier: schoolgids 2023-2024" (2023), de Pionier
- Dewey, J, "The child and the curriculum" (1902), University of Chicago Press
- Dewey, J., "Experience and education" (1938), Macmillan
- Drake, S. M, "Creating standards-based integrated curriculum: The Common Core State Standards edition" (2012), Corwin Press
- Drake, S. M., "Developing an integrated curriculum using the Story Model" (1992), OISE Press
- Fields, D. L., "Augmenting upper and early-learning STEM lessons through phenomenon-based learning projects", Journal of Higher Education Theory and Practice, 23(18), pp.171~183 (2023)
- Finnish National Agency for Education, "Education in Finland 2024" (2024), Finnish National Agency for Education
- Finnish National Board or Education, "National core curriculum for basic education 2014" (2014), Finnish National Board or Education
- Halinen, I., "Improving the Quality of Childhood in Europe", pp.75~89 (2018), Alliance for Childhood European Network Foundation
- Husanova, H. K., "Phenomenon-based teaching and learning through the pedagogical, practical optic of phenomenology", Proceedings of the International Scientific and Practical Conference on the Integration of Science, Education, and Production, pp.544~548 (2023)
- Ingram, J. B., "교육과정 통합과 평생교육" (1995), 학지사
- Jacobs, H. H., "Interdisciplinary curriculum: Design and implementation" (1989), Association for Supervision and Curriculum Development (ASCD)
- Jackson, P., "Handbook of research on curriculum (", pp.3~4 (1992), Macmillan
- Jahnukainen, M., "Development of inclusive and special education in Finland", 2022 충청권 교육정책 포럼 기초학력 지원의 새로운 접근 자료집, pp.27~46 (2022)
- Khaqberdievna, H. H., "Phenomenon-based teaching and learning through the pedagogical, practical optic of phenomenology", Science and innovation, 2(Special Issue 14), pp.544~548 (2023)
- Lonka, K., "핀란드 교육에서 미래 교육의 답을 찾다" (2020), 테크빌교육
- Education Policy Report of the Finnish Government, "Ministry of Education and Culture, Finland", UNESCO, ~ (2021)
- OECD, "Netherlands 2016: Foundations for the Future" (2016), OECD Publishing
- 핀란드 교육현장보고서, "Pahkala, R.", 담푸스, ~ (2013)
- Prakash Naik, R., "Phenomenon-Based Learning in Finland", Master, pp.2019
- Verhaal voor de toekomst: Koersplan 2020-2024, "PROOLEiden-Leiderdorp", ~ (2020)
- "Rubric for Phenomenon Based Learning" (2015)[URL]
- SLO, "Kerndoelen primair onderwijs 2006" (2006), SLO
- SLO, "Onze strategie voor 2024 – 2026" (2024), SLO
- Symeonidis, V., "Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology : The recent curriculum reform in Finland", Forum Oświatowe, 28(2), pp.31~47 (2016)
- The city of Vantaa officials, "Vantaa-Innovative city with sustainable growth 2024" (2024), The city of Vantaa officials
- Vars, G. F., "Integrated curriculum in historical perspective", Educational Leadership, 49(2), pp.14~15 (1991)
- Waslander, S., "Steering dynamics in the Dutch education system", European Journal of Education, 51(4), pp.478~494 (2016)
- Whitehead, A. N, "The aims of education and other essays" (1929), The Free Press