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RISS 인기검색어
- 검색키워드
- 저자 : 김차진 ( Cha-jin Kim ) (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
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김차진,Kim, Cha-Jin 한국대학교육협의회 2007 大學敎育 Vol.150 No.-
프랑스에서는 사르코지 정부 출범 전후에 여러 가지 개혁 동향들이 발표되어왔다. 프랑스는 오래 전부터 대학제도의 불합리성을 잘 알고 있었다. 20년 전부터 3번에 걸쳐 대학제도개혁을 시도하였으나 번번이 실패한 바 있으며, 지금도 대학의 전반적인 개혁이 시급한 문제로 대두되고 있다. 특히 수요자인 대학생에게 신뢰를 주지 못한 것이 대학의 가장 큰 문제점으로 지적되어왔다. 피용 내각의 고등교육제도개혁 방향을 소상히 살펴보기에 앞서 먼저, 프랑스 정부가 시급히 개혁을 추진하지 않을 수밖에 없었던 이유를 진단해 봄으로써 프랑스 고등교육의 문제점을 심도 있게 관찰해 보도록 한다.
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IB MYP평가 탐색을 통한 중학교 성장평가 방안 모색
김차진 ( Cha-jin Kim ),홍후조 ( Hoo-jo Hong ),이현아 ( Hyun-ah Lee ) 안암교육학회 2021 한국교육학연구 Vol.27 No.2
This study explores the assessment and evaluation system that confirms the growth of MYP's conceptual learning and thinking ability to help the curriculum framework of IB MYP, which has been widely introduced in public education in some education offices in Korea, takes root in school sites. MYP aims for learners to acquire conceptual understanding through the interaction of abstract concepts and concrete facts and to cultivate higher-order thinking skills. In order to acquire conceptual understanding, the quality of thinking is evaluated through the degree of use of learning skills in the course of learning tasks. The assessment and evaluation system is structured so that challenging task performance in summative test can be linked to the growth of thinking skills. The characteristic of the MYP evaluation system, in which curriculum principles, teaching/learning, and evaluation are consistently connected, boosts learning skills and provides a performance descriptor for teachers to accurately evaluate the quality of students' thinking ability. It is an effort to ensure objectivity. This study specifically showed an example of the MYP science department evaluation, and suggested implications for the evaluation of middle school education in Korea.
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이현아 ( Hyun-ah Lee ),홍후조 ( Hoo-jo Hong ),김차진 ( Cha-jin Kim ) 안암교육학회 2021 한국교육학연구 Vol.27 No.2
This study aims to help understanding the IB MYP's curriculum framework, which has been introduced in public education in some regional education offices in Korea, to be widely adapted in the schools. This is a comprehensive exploration of the framework. MYP which is adapting concept-based curriculum provides a framework for a global context to help deepen understanding of general and cross-curricular key concepts and related concepts. As a result, the MYP is in harmony with standardized curriculum standards of each country which is restricted on the knowledge of subject content and MYP schools and teachers have autonomy and expertise in selecting educational content. In terms of teaching and learning, it provides a framework for designing units for instruction to teachers so that the curriculum and principles of learning can be practically implemented. In addition, the learning skills that students are expected to acquire are presented as categories and specific skills. Finally, MYP provides an evaluation system that provides four assessment criteria that guarantee the learner's growth through the process and results of learning concepts and thinking skills, and performance descriptors including command terms.
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