언어 네트워크 분석을 활용한 교육과정 개정에 따른 자극과 반응 단원의 개념 연계성 변화
Changes in Articulation of Stimulus and Reaction Unit Concepts according to Revision of Curriculum Using Semantic Network Analysis
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참고문헌
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초록
The purpose of this study is to examine the articulation of stimulus and reaction unit concepts with the revision of the curriculum. For the 7th curriculum, the 2009 revised curriculum, and the 2015 revised curriculum, the conceptual network of the stimulus and reaction unit, the vertical articulation, and the degree of articulation between the curriculum and the textbook were analyzed. The research results are as follows. First, the stimulus and reaction unit was well articulated with the concept of curriculum and textbook. The core contents and main contents of the unit were fully revealed only by the concept articulated with the concept of the curriculum achievement standard. In particular, the 2015 revised curriculum systematically showed the core contents of the unit as the number of textbook concepts associated with the curriculum decreased. Second, in the stimulus and reaction unit, the vertical articulation between contents of elementary, middle and high school was relatively well done. The curriculum revision did not change much. Third, the stimulus and reaction unit needs to be reduced in concept. In the case of middle and high schools, the top 30% concept alone showed the main contents. Therefore, it is necessary to reduce the concept of textbooks centering on the articulated concept of curriculum.
Abstract
The purpose of this study is to examine the articulation of stimulus and reaction unit concepts with the revision of the curriculum. For the 7th curriculum, the 2009 revised curriculum, and the 2015 revised curriculum, the conceptual network of the stimulus and reaction unit, the vertical articulation, and the degree of articulation between the curriculum and the textbook were analyzed. The research results are as follows. First, the stimulus and reaction unit was well articulated with the concept of curriculum and textbook. The core contents and main contents of the unit were fully revealed only by the concept articulated with the concept of the curriculum achievement standard. In particular, the 2015 revised curriculum systematically showed the core contents of the unit as the number of textbook concepts associated with the curriculum decreased. Second, in the stimulus and reaction unit, the vertical articulation between contents of elementary, middle and high school was relatively well done. The curriculum revision did not change much. Third, the stimulus and reaction unit needs to be reduced in concept. In the case of middle and high schools, the top 30% concept alone showed the main contents. Therefore, it is necessary to reduce the concept of textbooks centering on the articulated concept of curriculum.
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