통합교육과정 개발

강복수(Pock Soo Kang) 한국의학교육학회 1996 Korean journal of medical education Vol.8 No.1

The term curriculum refers of a series of planned activities which are intended to bring about specific learning outcomes in the students. Subject-centred curriculum, integrated curriculum, competency-based curriculum and problem-oriented curriculum are employed in medical schools. Among them, the subject-centred curriculum is the most widespread model for medical education. When the subject-centred curriculum is discussed, large doses of scientific fact ad theory and isolated fragments of knowledge and information, together with instruction, are provided through discrete courses and independent medical disciplines that cover such classical subjects as anatomy, physiology, internal medicine and surgery. The emphasis is on learning the disciplines rather than their application to the practice of medicine. Faculty and students began to question the relevance of content and meaningful learning. As knowledge grew, it became impossible for the body of medical knowledge to be contained within one discipline. These factors led to a demand for the integrated medical curriculum. Integration is the combining of different parts to from a whole, which is meaningful. To integrate is to make whole or complete by the organization and bringing together of separate parts. In terms of curriculum development, the term integration usually relates to the organization and teaching of subject matter in the form of horizontal integration or vertical integration in order to achieve meaningful and relevant experiences for the learner. The integrated curriculum attempts to fuse independent disciplines into a more unified whole. It is recommended that the innovative curriculum such as integrated curriculum or problem-oriented curriculum should be adopted to renovate the existing conventional discipline-based curriculum in established medical schools.

미술과 교육에서의 학문 중심 교육과정 통합, 그 논의와 실제

이은적 한국조형교육학회 2006 造形敎育 Vol.0 No.27

교육과정 통합의 필요성과 가치가 부각되면서 그 당위성이 소리 높여 주장된다. 그러나 정말 교육적 가치가 있도록 통합 내용이 조직되어 실행되고 있는지 논의될 필요가 있다. 제7차 교육과정 1, 2학년의 ‘즐거운 생활’ 통합이나, 고학년 교육과정 통합으로 현장에서 흔히 사용되는 주제 중심 통합, 혹은 프로젝트 학습의 사례를 보면 미술과 교육 내용은 미술과의 주요 학습 내용을 다루기보다는 타 교과의 학습을 도와주는 보조적, 혹은 도구적 수단으로 활용되는 경우가 많다. 그리고 다른 교과의 학습 내용은 미술 표현 활동의 제재나 주제와 관련하여 발상의 내용을 좀 더 풍부하게 해주는 역할에 많은 부분 한정된다. 더 극단적인 경우에는 미술과 학습 내용은 주요 교과의 통합에 삽입되어 딱딱한 학습에 지루함을 덜어주는 역할에 머물기도 한다. 이렇게 교육과정 통합에서 미술과의 주요 개념이나 내용은 배제되고 있어 이를 해결하기 위한 통합이 연구되어야 한다. Numerous studies on curriculum integration have centered on the theme or the topic. In large part of such cases the art education contents are limited to the secondary and instrumental role for the learning of the other disciplines, and the contents of the other disciplines are simply expected to enrich the subject of artworks. Therefore, it is necessary to study on curriculum integration centering on the important concepts and principles, or the key ideas in Art Education, and including the relationship with the different disciplines. This type of curriculum integration can be classified as discipline centered curriculum integration. And it can be considered as the intra-disciplinary integration as well as interdisciplinary integration. The purpose of this study is to argue this necessity and to explore the instruction examples. At first, this study examines the notion and the necessity of the curriculum integration, its types, its advantages and disadvantages. Next, this study analyses the problems posed in the precedent studies, and argues the possibility and the necessity of the curriculum integration centering on the discipline in Art Education. Finally, this study explores the instruction examples in the intra-disciplinary integration and interdisciplinary integration for the level of elementary school. An intra-disciplinary integration example concerns the integration of painting and design, and an interdisciplinary integration example concerns the integration of the different disciplines including a korean folk art work; Art Education, Langage art, Social studies.

중학교 교육과정 통합운영에서의 난점과 해결과정에 대한 실행연구(Action Research)

김성수 ( Kim Sungsu ),이형빈 ( Lee Hyoungbin ) 한국통합교육과정학회 2016 통합교육과정연구 Vol.10 No.4

The curriculum integration is necessary for students` whole growth. Unlike elementary school teachers, the middle school teachers are unfamiliar with a curriculum integration. It is because middle school teachers are familiar with the subject-centered curriculum. This study performs the action research with outer researcher and inner researcher on the difficulty and solution of curriculum integration in middle school. The middle school teachers recognizes the importance of the curriculum integration. But there were many difficulty in the first curriculum integration implementation, because of non-cooperative culture, curriculum integration as one-time event, textbook-centered teaching, measurement for laking students. After reflection in action, the second curriculum integration implementation was successful. It is because of the cooperation between subjects, the ordinary implementation of various theme-centered curriculum, the student-centered instruction, the activation of the performance assessment. Through these results, it is necessary to change the teacher`s recognition, make the teacher`s professional learning community, implement the curriculum integration steadily, innovate the instruction and assessment for the success of the curriculum integration implementation.

국어과 교육과정의 통합성 연구

김주환 한국국어교육학회 2010 새국어교육 Vol.0 No.85

The purpose of this study is to apply the concept of integration as a organizational principle for curriculum and to analyze the degree of integration in Korean language arts curriculum. As a result, this study identified the level of integration in a separate content area was high only in Literature among the six areas in Korean language arts curriculum. In addition, the level of inter-integration between Reading and Writing was relatively high than any other pairs of areas that showed remarkably low level of inter-integration. The result of this study represents that there was a significant limitation to consider integration in the process of content selection and organization in Korean language arts curriculum. Low level of curriculum integration debases learning efficiency and draws language education toward low-level of knowledge or drills. Finally, this study suggests the following as a way to strengthen the curriculum integration :1) There is a strong need to apply the concept of continuity, sequence, and integration in developing Korean language arts curriculum. 2) The aims and goals of Korean language education should be refined and specified throughout grade levels. 3) Researchers and professionals with various specialties should participate not only developing but also cross-checking curriculum contents of each area in Korean language arts curriculum. 이 연구는 교육과정의 조직 원리로서 통합성의 개념을 활용하여 국어과 교육과정의 통합성 정도를 분석한 것이다. 연구 결과, 영역 내 통합성은 문학 영역만이 높은 것으로 나타났고 다른 영역은 모두 현저히 낮은 것으로 나타났다. 그리고 영역 간 통합성은 읽기와 쓰기 영역의 통합성이 비교적 높은 편이고 다른 영역 간의 통합성은 현저히 낮았다. 이러한 결과를 통해서 볼 때 국어과 교육과정의 내용 선정과 조직 과정에서 통합성을 크게 고려하지 않았음을 알 수 있다. 교육 내용의 통합성이 떨어지게 되면 학습의 효율성이 낮을 뿐만 아니라 언어 학습이 단편적인 지식이나 기능 학습으로 전락할 가능성이 많다. 따라서 본 연구에서는 국어과 교육과정의 통합성을 강화하기 위한 방안으로 다음 세 가지 방안을 제시하였다. 첫째, 교육과정 편성에서 교육 내용의 계속성, 계열성, 통합성의 개념을 적용할 필요가 있다. 둘째, 국어 교과의 목표를 명확히 하고 학년별로 구체화해야 한다. 셋째, 영역별 전문가에 의존한 교육과정 개발을 지양해야 한다.

초등학년 통합교육과정의 의미 분석과 개선 방향 탐색

김경자 ( Kyung Ja Kim ) 한국초등교육학회 2010 초등교육연구 Vol.23 No.2

This thesis analyzed the meaning of integrated curriculum appeared in the 2007 Revised National Curriculum and searched for the directions of the betterment of integrated curriculum. First, the meaning of integrated curriculum used in the 2007 Revised National Curriculum was analyzed by reviewing the literature of the historical development of the meaning of integrated curriculum. Second, the meaning of integrated curriculum as integration of experiences and integration of knowing was analyzed and discussed by studying the experimental research performed in the field of the science of learning which included cognitive science, neuroscience, brain science, etc.). Expertise and expert knowledge, learning and transfer, child's early learning and brain research were reviewed to examine the validity of the meaning of integrated curriculum used in the 2007 Revised National Curriculum. Finally, on the basis of analysis of the meaning of integrated curriculum and the study of the validity of the meaning of integrated curriculum, a few directions of the revision of integrated curriculum and the status and values of the existing subject matters categorized as integrated curriculum.

초・중등학교 교육과정의 통합 유형의 구분 준거 설정과 그 적용에 관한 연구

김미진,홍후조 안암교육학회 2025 한국교육학연구 Vol.31 No.1

우리나라 교육과정기준 문서에는 개정을 거듭할수록 교과의 경계를 넘어 통・융합적 교과목, 교과 통합적 교육 프로그램들이 늘어나고 있고 용어가 정리되지 않고 있어 학교 현장에 부담과 혼란을 안겨주고 있다. 이 연구는 교육과정 통합의 유형을 구분하는 준거를 설정하고, 이를 실제 교육과정에 적용하여 구분 준거의 유효성을 검토하고자 하였다. 여기서는 대학의 지식 생산 과정인 학문에 대비하여 유・초・중등학교에서 교수・학습의 가치와 가능성이 있는 ‘교과’를 통합의 대상과 기준으로 하였다. 교과 분화 전・중・후와 통합의 방법을 준거로 교육과정 통합을 유형화하고, 각 유형별 정의와 통합의 목적, 대상, 주체와 절차, 결과와 평가, 강도로 정리하였다. 연구의 결과 교육과정 통합을 ① 교과 분화 이전의 ‘미분화 융합’, ② 교과간의 공통부분을 중심으로 긴밀하고 유기적으로 통합하는 ‘교과간 통합’, ③ 복수의 교과들이 관여하지만 느슨하게 관련짓는 ‘다교과 연계’, ④ 분화가 이루어진 교과들 사이를 초/범교과적인 특정 주제로 관통하는 ‘탈/범교과 융합’, ⑤ 교과 분화 이후 과목들을 재통합한 ‘교과 내 연결’으로 구분하였다. 5가지 유형의 구분 준거를 우리나라 현행 교육과정인 2022 개정 교육과정과 국제 교육과정인 IB 프로그램이 제공하는 여러 프로그램들에 적용하여 구분 준거의 유효성을 검토해 보았다. 끝으로 교육과정 통합의 구분의 타당성 검증을 비롯한 관련 후속연구를 제언하였다. The curriculum guidelines in Korea have increasingly incorporated cross-disciplinary and integrated subjects, as well as educational programs that transcend traditional subject boundaries with each revision. However, the lack of standardized terminology has caused confusion and challenges in the school setting. This study aims to establish criteria for categorizing types of integrated curricula and to examine the validity of these criteria by applying them to actual curricula. The study defines 'subjects' as the main object and standard for integration in contrast to academic disciplines, which are knowledge production processes in higher education, focusing on the pedagogical value and feasibility in elementary and secondary education. The integration criteria center on the degree of subject differentiation and methods of integration, classifying integrated curricula according to the purpose, object, agent, procedure, and outcome of integration. The results indicate that integrated curricula can be categorized into five types based on the method of integration: ① undifferentiated integration, which predates subject differentiation, ② interdisciplinary integration, where subjects are tightly and organically integrated around common elements, ③ multidisciplinary integration, involving loosely related multiple subjects, ④ transdisciplinary integration, which addresses a superordinate theme across differentiated subjects, and ⑤ re-combined integration, where subjects are reconnected at a higher level after differentiation. The study tested the validity of these categorization criteria by applying them to Korea’s current 2022 Revised Curriculum and various programs offered by the International Baccalaureate (IB). Lastly, the study suggests further research on verifying the validity of these integrated curriculum classifications and related topics.

영재를 위한 통합교육과정 개발의 방향 : Drake 모형의 적용 가능성 탐색

이경진,노일순 韓國英才學會 2014 영재교육연구 Vol.24 No.2

본 연구에서는 학문중심 통합교육과정 관점으로 영재를 위한 통합교육과정을 개발할 수 있는지 그 가능성을 탐색하고자 하였다. 이를 위해 학문중심 통합교육과정 관점의 대표적인 모형인 Drake 모형을 기반으로 개발된 캐나다 온타리오 주의 통합교육과정을 분석하고, 과학영재학교 교육과정에의 적용 가능성을 탐색하였다. 온타리오 주의 사례는 학교 교육과정 내에 ‘큰 아이디어(Big Idea)’를 중심으로 통합교육과정을 개설하여 선택된 전공과정의 심화뿐만 아니라 타 학문과의 통합시도, 미래 문제의 해결을 위한 통합 적용 등의 가능성을 보여줌으로써 교과과정 내에서 또는 개인별 심화연구까지 통합을 통한 연구 가능성을 제시해주었다. Drake 모형에 기반한 온타리오 주의 통합교육과정을 영재를 위한 통합교육과정 개발에도 적용 가능한지를 살펴보기 위해 온타리오 주의 ‘정보학 개론’ 과목을 국내 과학영재학교의 유사과목인 ‘정보과학’ 과목에 적용해 본 결과, Drake 모형의 탐색 망, KDB 우산, 최종 과제 만들기 단계를 차별화하면 과학영재학교에서 현재 운영 중인 과목에도 충분히 적용 가능하다는 결론을 얻을 수 있었다. 이를 통해 영재를 위한 통합교육과정을 개발하고 실행하기 위해서는 영재들이 학습해야 할 학습 목표, 이해를 보여줄 평가계획, 타학문 또는 실세계 문제와의 통합 경험제공 등을 고려해야 하고 이를 위해 통합교육과정 개발을 위한 교사 협의체를 구성하는 것이 필요하다는 점을 제안하였다. This study aimed to explore the direction and possibility of development of the integrated curriculum for the Gifted students in the discipline-centered curriculum perspective. To this end, the study analysed the Ontario interdisciplinary curriculum based on a Drake’s Integration Model which is typical model of the discipline-centered curriculum and explored the applicability to Science Gifted Academy in Korea. Through showing the possibility of enrichment on the selected majors, integration with other disciplines and solving the future problems by the integrated curriculum centered on ‘Big Idea’, the Ontario interdisciplinary curriculum gave suggestions of curriculum integration within or through individual research and integrated curriculum for the Gifted. The application of the Ontario's "Introduction to Information studies" to “Information Science” in Science Gifted Academy in Korea could be obtained the conclusion that the Drake’s Integration model is applied to the Gifted by the individualization of the navigation network, KDB(Knowledge-Do-Be) umbrella, and the final interdisciplinary task. From this result, we could suggest that the development of integrated curriculum for the Gifted should be considered the clarity of learning objectives for the Gifted, the plan of evaluation to demonstrate big understanding and big idea, the integration with other disciplines or real-world problem, as well as the need of teachers council for the integrated curriculum. This study is expected to be contribute to development of the integrated curriculum model for the gifted based on the their characteristics and to be utilized in Science Gifted Academy.

통합교육과정의 연구 과제와 저해 요인

김재복 한국통합교육과정학회 2007 통합교육과정연구 Vol.1 No.1

Curriculum integration has been extensively discussed in the field of education, but little theoretical progress is made in the academia. This induces uncertainty and concern about the potential of curriculum integration for affecting schools positively. In that sense, the establishment of Korean Society for Curriculum Integration may be conducive to the theoretical and practical development of curriculum integration. The major focus of this paper is devoted to an examination of issues to be considered in putting curriculum integration into effect. Four issues are addressed for the future research on curriculum integration: (1) the relations between the disciplines of knowledge and curriculum integration, (2) the practical models of integrating the content of school subjects, (3) the ways of expanding and deepening knowledge through curriculum integration beyond narrowly defined knowledge within a specific subject, (4) reorganizing and restructuring knowledge from separate subjects into curriculum organization considering its sequence and structure. Finally, practical problems in implementing curriculum integration are posed such as: teacher recruitment and identity, discipline-based subject, subject statues and histories, assessment structures, and etc. This paper provides some ideas to resolve those problems. 우리나라의 각급 학교교육에서 통합교육 또는 통합교육과정의 적용이 활발하게 시도되고 있음에도 불구하고 통합교육과정에 관한 학문적 논의가 미미한 실정이다. 이때에 통합교육과정의 이론적 발전과 현장 적용에 크게 기여할 ‘통합교육과정학회’의 창립은 큰 의미를 가진다. 이 글은 학교 교육에서 중심을 이루고 있는 지식과 교과를 중심으로 하여 통합교육과정의 발전을 위해 필요한 연구 대상과 과제를 제시하였다. 연구 는 지식의 구조와 통합, 교과의 연결과 통합적 지도, 지식의 넓이와 깊이, 내용의 발전적 배열이 그 대상이 될 수 있으며, 대상별로 연구 과제가 추출될 수 있다. 그러나 통합 교육과정이 구성되고, 그것이 적용될 때에 지식의 구조 또는 지식의 형식으로부터 파생되는 문제, 교과 전문가 집단의 교과 지향적인 의식 구조, 교사들이 가지고 있는 방법상의 전통적인 인습, 분과별로 출제되는 시험제도 등 여러 측면에서 저항이 나타난다. 이에 대해서는 새로운 측면에서 해소 방안을 제시하였다. 이 글에서 제안한 통합 교육과정의 연구 대상 및 과제와 저해 요인에 대한 해소 방안이 통합 교육과정에 관한 연구와 적용의 활성화를 이루는데 도움이 될 것이다.

통합교육의 관점으로 본 예술고등학교 무용교육과정 분석

정재연 ( Jae Yeon Jung ) 대한무용학회 2010 대한무용학회논문집 Vol.63 No.-

Seoul Arts High School was established in 1953, in order to train professional artists. Today, there are 26 arts high schools in Korea. The ultimate purpose of the establishment of arts school is to train potential professional artists. However, the current operation of the curriculum in arts high schools reveals that it is designed for university entrance exam-oriented education. This study aims to analyze the curriculum in 6 arts schools in Seoul and Gyeonggi-do, where Korean dance, modern dance, and ballet majors are offered, and to study ideal curriculum for arts high school, to foster artists who can integrate thinking and creativity. The following issues were identified in terms of the operations of the integrated curriculum for enhancing creativity. First, the operation of the integrated curriculum was insufficient in conjunction with regular course and professional course(dance-major course). Second, the operation of the curriculum for enhancing creativity was insufficient in conjunction with theory courses and practical courses among dance-major curriculum. Third, the operation of the curriculum related with creativity to develop movement was insufficient because arts schools operate university entrance exam-oriented curriculum. The future directions for improving the above-mentioned issues and for improving creativity through integrated curriculum are as follows. First, it is necessary to pursue integrated curriculum of regular courses such as history, literature, and society, and to pursue creative curriculum in order to improve creativity. Second, it is necessary to pursue integrated curriculum with other arts curriculum such as art, music, and acting, considering dance is an embodied art. Third, it is necessary to operate integrated curriculum to encourage and develop creative movement. Fourth, arts high schools operate a three-year curriculum in total. Therefore, it is necessary to operate integrated curriculum progressively in order to improve creativity.

여러 나라 1, 2학년 미술과 교육과정과 통합 교과 B의 비교 연구여러 나라 1, 2학년 미술과 교육과정과 통합 교과 B의 비교 연구

김해경 한국초등미술교육학회 2010 미술교육연구논총 Vol.27 No.-

A study to revise ‘Jeulgaeun Saengwhal’ was conducted to prepare 2009 curriculum revision. Jeulgaeun Saengwhal is an integrated subject of music, art, and physical education. The major purpose of the study is to extract elements of physical education from Jeulgaeun Saengwhal and to include the extracted elements in the newly-established subject, Physical Education. Since the new name to replace Jeulgaeun Saengwhal is under search, it is named temporarily as Integrated Subject B. The result of study was not reflected on 2009 curriculum revision. However, as there has been criticism against the revision of curriculum without profound study and discussion, to study the proposal of Integrated Subject B will be helpful to prepare the next curriculum revision in advance. In this study, curricula of art related subjects in the United States, Japan, England, France, Germany, Finland are analyzed to compare with the proposal of Integrated Subject B. By comparing the curricula of the other countries with the proposal of Integrated Subject B, the problems and the way to improve of Integrated Subject B are discussed. Generally, the proposal of Integrated Subject B is presented in detail, specially Contents, Teaching Methods, and Evaluation, comparing with the curricula of the other countries. Because a detailed curriculum may limit the autonomy of school curriculum, it is needed to be studied about the optimum level of particulars. And, there is a question about the necessity to maintain the integrated curriculum. By extracting physical education from Jeulgaeun Saengwhal, Integrated Subject B does not have the characteristics of Jeulgaeun Saengwhal, such as play-centered and active. Also, the possibility of integration is more limited than Jeulgaeun Saengwhal. Rather than keeping the superficial format of integrated curriculum, Integrated Subject B can be separated into art and music to provide the solid foundation of the subjects for later learning. 2009 개정 교육과정을 위해 즐거운 생활과 개정 관련 연구가 이루어졌다. 즐거운 생활과는 통상적으로 음악, 미술, 체육과의 통합 교과로 여겨져 왔는데 이 중 체육과적 요소들을 분리해 내는 것이 개정 시안의 주요 내용이었으며 교과명이 미정이므로 통합 교과 B라고 부르게 되었다. 통합 교과 B는 2009 교육과정 개정에 반영되지는 않았으나 교육과정 개정이 심도 깊은 연구와 논의 없이 이루어진다는 우려의 목소리가 높았던 만큼 다음 교육과정 개정을 미리 대비한다는 의미에서 통합 교과 B의 시안을 분석해 보았다. 이를 위해 미술과에 해당하는 여러 나라의 1, 2학년 교육과정과 비교함으로써 통합 교과 B 개정 시안이 가지고 있는 문제점과 개선점을 알아보고자 하였다.