2009 개정 교육과정에서 중학교 집중이수의 실행 방안에 관한 연구

홍후조(Hoo-Jo Hong) 고려대학교 교육문제연구소 2011 敎育問題硏究 Vol.0 No.40

2009 개정 교육과정에서 중학교 집중이수는 다교과 분산이수를 개선해 소교과 집중이수를 겨냥하여 수업, 학습, 과제, 시험에서 개선을 가져오려는 것이었다. 그러나 집중이수는 어느 학교급에서, 어떤 교과목을 대상으로 할 것인지에 대한 분명한 언명 없이 학교 교육과정 자율화에 묻혀서, 학교별로 매년 다른 불안정한 교육과정을 편성 운영할 수밖에 없는 형편이다. 따라서 해당 교과목은 공통필수가 아니라 선택교과목으로 지위가 격하되었으며, 학교의 시행착오와 혼란이 예측된다. 본 연구는 학교 교육과정 자율화라는 이름으로 맡겨두어 혼란을 불러일으키기보다, 오히려 해당 학교급, 해당 교과목, 교과목들의 조합, 개선 순서와 시기 등을 분명하게 정해주어서 집중이수의 도입을 통해 본래 기대했던 교육 개선 효과를 가져올 수 있도록 후속조치를 취하는 것이 더 낫다는 입장에서 옹호한 것이다. 본 연구에서는 집중이수를 해야 할 학교급은 중학교이며, 도덕, 음악, 미술, 기술ㆍ가정, 선택과목을 그 대상으로 하되, 기술ㆍ가정은 6학기에 걸쳐 이수하던 것을 4학기에, 나머지는 2개 학기에, 선택과목은 각각 1개 학기에 이수하는 것이 더 적절하다고 보았다. 개설 조합은 음악-미술-선택과, 도덕-기술ㆍ가정을 제안하였다. 또한 그 후속조치로써 필요한 교원 수급 조정, 담임교사 배정, 교과서 제작, 가르치지 않는 학년과 학기에 대한 대책, 고입 연합고사 개편 등을 다루었다. The 2009 National Curriculum aimed to improve the quality of lessons, learning, and tests throughout the introduction of condensed courses rather than scattered ones. However, due to the lack of elaborated standards of the level of schools and subjects, in the name of school curriculum autonomy, schools suffered from numerous trial and errors, confusion, and a waste of time. Because of the fact that each school was likely to change its curriculum every year, some of the required target subjects were appointed to become elective courses. This study suggests that school curriculum will improve with taking follow-up measures consisting of clear-cut directions about school levels, target subjects, combination of subjects, and serial order of offering courses etc. The condensed lesson plan in this paper focuses on middle school subjects such as moral education, music, fine arts, vocational technology and other electives. Offering a combination of music-art-electives and moral education-vocational technology is considered to be effective. Among the subjects, vocational technology which is originally earmarked for six semesters would be better completed in four semesters. Other subjects should be taught in two semesters and the elective studies are recommended to be finished in one. In addition, the necessary complementary measures such as the prediction of the demanded classroom teachers, altered time schedule, text book editing and the reformation of the high-school entrance exam were discussed.

4년제 일반 대학의 학부 교육과정의 문제와 과제

홍후조 ( Hoo Jo Hong ) 한국교육과정학회 2004 교육과정연구 Vol.22 No.3

교육과정학의 정체성 확립을 위한 탐구 영역의 규명과 그 정당화(1): 기본 질문을 중심으로

홍후조 ( Hoo Jo Hong ) 한국교육과정학회 2004 교육과정연구 Vol.22 No.2

고교 문, 이과 통합형 교육과정 개발 및 발전 방향에 관한 연구

홍후조 ( Hoo Jo Hong ),임유나 ( Yoo Na Lim ) 한국교육과정학회 2014 교육과정연구 Vol.32 No.2

This study looked into the problems, issues, and subjects related to an integrated curriculum of liberal arts and natural sciences and tried to find long-term improvement in the academic high school curriculum. According to an analysis of the opinions of high school teachers and those concerned with curriculum, an integrated curriculum of liberal arts and natural sciences is deemed desirable and developable, but it is hard to have a representative nature to revise curriculum. Many offered the opinion that the high school curriculum should gradually guarantee career-based learning opportunities in terms of all subjects and that these should have something in common in the curriculum. This study confirmed the integrated areas and degrees at the high school level and proposed a direction for the development of curriculum criteria. It also offered a comprehensive guide for an integrated approach to the liberal arts and natural sciences in the level of the subjects, an integrated way of teaching social studies and science, proposed a way of completing the curriculum, and showed how to reflect learning in the college entrance exam. Finally the study explored possible directions for the development of a high school curriculum featuring the ultimate balance and harmony between an integrated curriculum of liberal arts and natural sciences and career-based curriculum.

교육과정학의 정체성 확립을 위한 탐구 영역의 규명과 그 정당화 (2) -교육과정 결정의 세 요인을 중심으로-

홍후조 ( Hoo Jo Hong ),백경선 ( Kyeong Sun Baek ) 한국교육과정학회 2004 교육과정연구 Vol.22 No.4

국가교육과정기준의 연구 개발에서 학습자 집단의 요구분석을 위한 영역과 항목 설정 연구

홍후조 ( Hoo Jo Hong ) 한국교육과정학회 2010 교육과정연구 Vol.28 No.2

It gets more important to identify students` needs regarding school curriculum as students grows up. School curriculum, which means offering learning opportunities for realizing students` potentiality, should be tailored to students` academic and career plan. However socio-political ideology and opinion leaders` views had been represented excessively in national curriculum development comparing with students` needs and views. This article address how to identify students` needs and put the results of needs survey into national curriculum research and development. Thus this research deals with the problems of discovering and selecting questionnaire items, through NEIS or Edupot in Korea, to find out the curricular needs of learners who enrolled inprimary and secondary schools. With the justification of each items students needs were selected surrounding educational expectation, academic plan, career plan, school choice, course choice, course preference, course difficulty, etc.. Long term and systemic survey of students curricular needs shall brings forth coherent trends and patterns of change for a number of years to students-honored school curriculum.

학교시간운영의 효율화와 이수과목수의 적정화에 관한 연구

홍후조 ( Hoo Jo Hong ),김대석 ( Dae Seok Kim ) 한국교육과정학회 2008 교육과정연구 Vol.26 No.4

It is a long practice in Korean secondary schools that every courses which shown in the National Curriculum Standards should be taken every semester and school year. This article focuses on how to change the practice and improve the school effect through the optimization of the number of courses within one semester and one school day. We cleared up the causes why students have studied superficially. One of the reasons is that students have studied too many courses in every semester and school day and students cannot concentrate on some particular courses. There are usually 13 to 15 courses in one week and 5 to 7 of them are the courses that are taught only once in a week. If we add the time spent in attending after-school lessons, learning time per week will be much more. This article analyzed the results of PISA 2006 and courses of study of other countries. We also surveyed teachers` views about the optimal number of the courses. In results of surveys, students are burdened with many courses and agree that the number of courses in a week should be decreased. We need to reduce the number of courses to encourage the students to study more thoroughly and substantially. In detail, we have to divide the current one semester into two terms and a term will last about 10 weeks. It is also required that we should divide all courses into school-year courses, semester courses, and term course. It is necessary to get together and concentrate course offerings of `integrated` courses such as Social Studies, Sciences, and Technology and Home Economics at a school-year, a semester or a term. Shortly alloted subjects are needed to be concentrated in a particular school-year, semester or term. Block scheduling in a school day will decrease the number of courses to study and eventually reduce the burden of students.

국가 수준 교육과정 개발 패러다임 전환(3): 교육과정 개정에서 총론과 교과 교육과정의 이론적,실제적 연계를 중심으로

홍후조 ( Hoo Jo Hong ) 한국교육과정학회 2006 교육과정연구 Vol.24 No.2

일반계 고교에서 상이선택 교육과정의 실현 방안 연구

홍후조 ( Hoo Jo Hong ) 한국교육과정학회 2005 교육과정연구 Vol.23 No.4

고교 학점제 도입의 문제와 과제

홍후조(Hoo-Jo Hong) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.1

The research aims to achieve comprehensive understanding of the high school credit system lately prosecuted by the Ministry of Education in the Republic of Korea, and to inquire into it s meaning to high school education in terms of curriculum. For the first step, we compared and weighed the Ministry s definition of the credit system to former unit system and college credit system. Then we continued to look into the high school credit system in the United States, the root of our new credit system. For the last, we collected discussions regarding the credit system and studied. The Ministry of Education claims that the high school credit system is: A system which a student may choose various courses by his or her aptitude and future career and graduate when accumulated credits reach above the threshold. However, speaking strictly, the credit system can be applied to both mandatory and elective courses. In this regard, we defined it an academic management system that graduation is reached by a combination of school years and accumulated credits assigned for individual courses . We sought that the crucial requirements were course completion requirements, grade promotion requirements, and graduation requirements. In addition, we studied issues and solutions to the prerequisites demanded by the teacher s associations including individual instructor s evaluation right and criterion-based evaluation. Moreover, in the pursuit of qualitative management rather than quantitative measurement of class and learning time, this research delved into establishing the purpose of adoption, the definition, the target, the terms of course completion, grade promotion, and graduation, furthermore, grade evaluation, and follow-up steps.