초등교원 양성대학의 교양 교육과정 분석

민용성(Min Yong Seong),최화숙(Choi Hwa Sook) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.9

본 연구의 목적은 우리나라 초등교원 양성대학의 교양 교육과정을 분석하고 이를 토대로 초등교원 양성대학의 교양교육 질 개선에 대한 방안을 마련하는데 필요한 기초자료를 제공하고자 하는 것이다. 이를 위해 전국의 교육대학과 초등교원을 양성 하고 있는 종합대학교 3개교를 분석 대상으로 하였다. 분석의 틀은 교양 교육과정의 성격 및 목표, 영역, 편성 및 운영 측면으로 구성하였다. 분석 결과, 교양 교육과정의 성격 및 목표, 편성 및 운영 측면에서는 초등교원 양 성대학별 큰 차이점이 없었으나, 교양 교육과정의 영역 부분에서는 개별 대학의 특 수성을 반영한 영역 구분이 특성으로 나타났다. 본 연구는 초등교원을 양성하는 특 수목적 대학에서 교양교육이 갖는 위상을 제고하고, 교양교육 질 개선을 위한 기초 자료를 제공했다는 점에서 의의를 갖는다. 또한, 이러한 연구 결과는 향후 초등교원 양성기관의 교양 교육과정이 추구하는 목표에 따른 교양 교육과정 개발에 시사점을 줄 수 있을 것이다. It became the starting point for research, based on claims that liberal education should be aimed at raising of the general liberal arts, emerging the importance and necessity of the liberal education in the university. The purpose of this study is to analyze liberal curriculum of pre-service elementary school teachers and to provide basic data to establish a plan for improving of the liberal education quality. In order to attain this purpose, researchers analyzed the liberal curriculum for the pre-service elementary school teachers in teachers’ college. The framework of the analysis consisted of characters and goals, domain, organization and management of the liberal curriculum in teachers’ college. According to the analysis results, characters and goals, organization and management of the liberal curriculum are not different from each teachers’ college. Domain of the liberal curriculum is characterized by specialization of the each teachers’ college. The results for this study were to be significant in terms of enhancing the status in the liberal education of the teachers’ college and providing basic data in the courses design based on the liberal curriculum.

농어촌 소규모 통합운영학교의 교육과정 편성·운영 사례 분석 및 개선 방안

민용성(Yong-seong Min) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.20

목적 본 연구는 통합운영학교로 운영되는 농어촌 소규모 중학교 3개 사례 분석을 통해 이들 학교에서 교육과정이 어떻게 편성·운영되고 있고, 교육과정 편성·운영상의 쟁점이나 어려운 점은 무엇인지를 탐색하고, 이에 따른 개선 방안을 도출하는 데 목적이 있다. 방법 본 연구에서는 통합운영학교를 운영하는 3개의 중학교 교원(총 13명)을 대상으로 반구조화된 질문지를 통해 교육과정 편성·운영 실태에 초점화하여 통합운영학교를 운영하는 데 어려운 점과 개선 방안을 중심으로 면담을 실시하였으며, 실시한 면담 결과를 토대로 교육과정 편성·운영상의 쟁점 및 개선 방안을 제시하였다. 결과 본 연구의 결과, 교육과정 편성·운영상의 쟁점 또는 문제점으로 ‘일부 방과후 활동에 제한된 학교급 간 연계 운영의 한계’, ‘학교급 간 인적·물적 자원의 차이 극복의 어려움’ 등으로 통합운영학교가 매우 형식적으로 운영되고 있음을 확인할 수 있었다. 이에 대한 개선 방안으로 ‘학교급 간 연계를 위한 학교교육과정연계협의회 구성 및 운영’, ‘겸임교원 운영의 내실화’, ‘통합운영학교 경영 매뉴얼 개발 및 보급’, ‘예산 편성 및 집행의 유연화’ 등을 제시하였다. 결론 이러한 개선 방안이 보다 효율적으로 작동될 수 있도록 국가 차원에서 시행해야 할 정책으로 ‘교원의 겸임 및 교류 활성화를 위한 통합운영학교 관련 규정 개선’, ‘통합운영학교의 학교회계 단일화 설치 및 운영’ 등을 제안하였다. Objectives This study analyzes three cases of small middle schools located in rural areas operated as integrated schools and examines how the curriculum of these schools are organized and implemented. The purpose of this study is to explore what issues or difficulties exist in organizing and implementing the curriculum of these schools, and to find ways to improve them. Methods Interviews were conducted with 13 teachers working at integrated middle schools, and based on the interview results, difficulties in organizing and implementing the school curriculum were presented, and ways to improve them were suggested. Results As a result of this study, the issues or problems in organizing and implementing the curriculum were there is a limit to linking and implementing between school levels when conducting after-school activities. And there are difficulties in overcoming the difference in human and material resources between school levels. In other words, it was confirmed that integrated schools were operated in a very formal way. In an effort to improve this problem, four things were suggested. That is, ‘formation and implementation of a school curriculum linkage coun-cil for linkage between school levels’, ‘enhancing the operation of adjunct teachers’, ‘developing and distributing management manuals for integrated schools’, and ‘flexibility of budgeting and execution’. Conclusions According to the results of this study, the policies to be implemented at the national level are as follows. First, the regulations related to integrated schools need to be improved so that teachers can hold con-current positions. Second, the accounting of integrated schools has to be unified and operated.

교육대학에서의 통합교과 프로그램 편성,운영 실태 및 재구성 방안 탐색

민용성 ( Yong Seong Min ) 한국교육과정학회 2006 교육과정연구 Vol.24 No.3

학교 교육과정 평가의 실행 방안 탐색

민용성 ( Yong Seong Min ),이태상 ( Tae Sang Lee ) 한국초등교육학회 2010 초등교육연구 Vol.23 No.4

This study is to explore the practical application ways for government level, school district level, and school level based on the assumption that the purpose of school curriculum evaluation is to find the ways for school improvement and the review by school self-evaluation. To achieve this purpose this study reviews the practical ways to apply school curriculum evaluation and investigates the cognitive degree among curriculum experts and school teachers The results of this study are as follows: First, to improve the school quality requires the support of educational offices and the practical ways of school self-improvement and to find the parts and areas to improve according to the request of school self-evaluation after applying school curriculum at school level. Second, school curriculum evaluation requires to accumulate continuously the results of self-evaluation with evaluation tools and to apply the data for school curriculum improvement at the school level. Third, to operate the school curriculum evaluation requires the practical system to link school self-evaluation and school district evaluation and the clear frame to reserve the role and accountability of the evaluation institutes.

교육과정 수시 개정 체제에 따른 교과 교육내용 적합성 제고를 위한 국가수준의 상설위원회 설치 방안

민용성 ( Yong Seong Min ) 한국통합교육과정학회 2012 통합교육과정연구 Vol.6 No.2

The purpose of this study is to suggest ways to improve the subject contents to be more appropriate in the current curriculum revision system. As a result of the study, it proposes three national-level suggestions. The first national-level suggestion is to establish so-called ``the Research and Management Committee of Subject Contents`` in the existing research institute, as the key player. The second one is to operate ``the Subject Committee`` in the existing national curriculum council, as the key player. The third one is a sort of the combination of the first and second suggestion. It recommends both the research institute and the national curriculum council to be key players, but each of them needs to be specialized in role. This study provides some policy recommendations so as to enhance the validity and practicability of the suggestions this study made. First, it needs to revise and modify some rules of existing curriculum council and to make the curriculum council be the permanent organization and revitalize it. The revitalization of the curriculum council is crucial to meet the needs of modifying education contents in persistent and constant way due to the current curriculum revision system. Second, it recommends to construct the strong linkage between national education organization and metropolitan/provincial offices of education for enhancing appropriateness of subject contents, according to the practical methods and procedures suggested in this study.

초등학교 교육과정 개정의 쟁점과 방향 탐색

민용성(Min Yong Seong) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.9

The purpose of this study is to explore improvement of the national curriculum based on the actual application problems of the 2009 revised elementary curriculum. Teachers were surveyed to analyze the needs and issues on the 2009 revised elementary curriculum, based on this, researcher suggested the directions to improve each issue. The results of this study are as follows: First, elementary curriculum needs to be converted graded-cluster into grade school system. In order to achieve the desired purpose, systematic support is requested such as two-years-appointment of homeroom teachers and graded-cluster teachers system. Second, it is necessary to convert subject-cluster into each subject organization. Third, it is needed to reorganize current three integrated subjects into one or to provide three individual textbooks, and to adjust organization to prevent duplication of the entrance early adaptation activities and integrated subjects. Fourth, there is needed to significantly adjust current 39 cross-curricular subjects and to minimize educational needs of the umbrella organization related to organization and management on the creative experiential activities.

교과 교육내용의 적합성 준거 개발

민용성(Min Yong Seong) 학습자중심교과교육학회 2011 학습자중심교과교육연구 Vol.11 No.3

The purpose of this study is to develop evaluation standards of appropriateness of subject contents in primary and secondary education. This study developed the general evaluation standards of appropriateness of subject contents through the literature review, delphi-research for deriving evaluation standards and examining its validity. The general evaluation standards proposed in this study is composed of 3 realms, 9 elements, and 21 items of appropriateness. This study provides some policy recommendations so as to enhance the validity and practicability of the suggestions this study made. First, based on the general evaluation standards of appropriateness of subject contents suggested in this study, it is needed to elaborate to develop more detailed or more sophisticated subject-specific evaluation standards. Second, it is recommended for MEST(Ministry of Education, Science, and Technology) to do an official notification(announcement) of the evaluation standards in order to augment its legal status. The notified(announced) evaluation standards is supposed to be the persistent guide at every stage of(that is, before, in the middle of, and after) the curriculum revision, helping to develop subject contents to be more appropriate. Third, it is crucial to meet the needs of modifying subject contents in persistent and constant way due to the current curriculum revision system.

교과별 인성교육 내용 분석을 통한 인성 함양 교육과정 총론 개발 방향 탐색

민용성(Min Yong-seong),최화숙(Choi Hwa-sook) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.6

본 연구의 목적은 교과별 인성교육 내용 분석을 통해 인성 함양 교육과정 총론 개발 방향을 탐색하는 것이다. 이러한 목적을 달성하기 위해 인성교육 내용 분석틀을 설정하였고, 이를 활용하여 교과별 인성교육 내용 요소와 교육과정 변천에 따른 인 성교육 내용을 분석하였다. 이러한 과정을 통해 얻은 연구의 결과는 다음과 같다. 첫째, 인성 함양 교육과정 총론 개발 방향의 목표는 인성 역량 함양에 두었으며, 내용구성의 인성 역량 요소로 지성, 도덕성, 시민성을 추출하였다. 이러한 세 가지의 인 성 역량은 분리된 것이 아니라 교과안에서 융합되어 실행되어야 함을 제안하였다. 둘째, 교육과정 문서 자체의 큰 변화를 두기 보다는 기존의 틀을 유지하면서 학교와 교사의 자율성을 크게 확대하는 운영상의 구체성이 필요함을 제시하였다. 이를 위해 개인, 사회, 국가적 차원의 지원 체계를 기반으로 지원 체계가 구축되어야 한다. 이 러한 연구 결과는 인성교육을 구성하는 내용 구인을 탐색하는 데 이론적 근거를 마련해 주었고, 향후 국가 교육과정 개발 방향에 시사점을 제공하였다는 측면에서 의의가 있다. The purpose of this study is to explore the development direction of by analyzing the contents of character education by each subject. In order to accomplish this purpose, we have set up an analysis framework for character education contents, and analyzed the content factors of character education by each subject and the contents of character education according to the course change. The results of this study are as follows. First, the goal of development of the national curriculum of character education is based on cultivating humanity capacity and extracted intelligence, morality, and citizenship as humanity competence elements of content composition. These proposed three personality competencies should not be separated but be fused within the curriculum. Second, rather than making a big change in the curriculum document itself, this study suggests that the specificity of the operation is needed to expand the autonomy of the school and the teacher with maintaining the existing framework. To this end, a support system should be established based on individual, social, and national support systems. The results of the study provide the theoretical basis for exploring components of contents composing character education and it is meaningful in view of providing implications for the development of national curriculum in the future.

교육과정 분권화 정책의 방향과 과제 -초․중등교육법의 개정안을 중심으로-

민용성(Min YongSeong) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.8

The purpose of this study is to improve the related laws and regulations as a task of curriculum decentralization policy to strengthen the autonomy of local and school curriculum. For this end, it is to investigate the current state of curriculum decentralization policy and the requirements of the curriculum, and to investigate the changes in curriculum autonomy in curriculum documents according to the curriculum period. In order to ensure the effectiveness of the decentralization policy of Korean education curriculum, the revised draft of the curriculum development(revision), curriculum implementation(teaching and learning), and evaluation of the curriculum (result) was derived as to how the relevant provisions of the primary and secondary education law should be changed. In this study, in order to derive the results of the decentralization policy of education curriculum, besides Elementary and Secondary Education Law, it is necessary to comprehensively examine related laws such as the Basic Education Law and the curriculum council regulations. In addition to the administrative and financial infrastructure, and the administrative administration between the department of education and the government.

학습자중심 다문화 교육과정의 개발 방향 탐색

민용성(Min, YongSeong),최화숙(Choi, HwaSook) 학습자중심교과교육학회 2014 학습자중심교과교육연구 Vol.14 No.10

본 연구는 학교교육의 전반적인 설계도인 교육과정이 시대적·사회적 상황에 부합하기 위해서는 학습자중심과 다문화 교육의 본질을 모두 반영해야 한다는 필요성에 대한 인식에서 출발하였다. 이를 위해 학습자중심적인 요소가 복합된 학습자중심 다 문화 교육과정 개발 방향에 대해 논의하고자 하였다. 이러한 목적을 달성하기 위해 다문화교육 중심내용 요소, 학습자중심 교육과 교육과정과의 관련성 및 국가수준 교육과정 총론 다문화내용 요소와의 공통된 내용 요소를 추출하여 이를 토대로 학습 자중심 다문화 교육과정의 개발 방향을 탐색하였다. 학습자중심 다문화 교육과정 개발 방향은 국가 수준 교육과정(총론) 문서 체제의재정립, 교육과정 구성의 방향, 학교 급별 교육과정 편성과 운영, 학교 교육과정 지원 등으로 구분하여 제시하였다. 다문화교육과 학습자중심의 본질에 터하여 시대적· 사회적 변화를 반영하는 학습자중심의 다문화 교육과정 개발 방향을 총론 수준에서탐색하였다는 점에서 의의를 갖으며, 이러한 연구 결과는 다문화교육과 교육과정 개발에 시사점을 줄 수 있을 것이다. This study started from the needs perception for the reflection of the multicultural nature and learner-centered education in order to coincide the times and social situations with the curriculum-the overall designs of school education. For this, this study discussed the direction of the learner-centered multicultural curriculum development of learner-centered complex components. In order to attain this purpose, this study extracted the relevance of core content elements of the multicultural education, learner-centered education and its curriculum relevance, multicultural content elements of the state-level curriculum. Based on this, inquired the direction of the learner-centered multicultural curriculum development. The direction of the learner-centered multicultural curriculum development proposed the redefine of the state-level curriculum document system, the direction of curriculum construction, the organization and management of each school curriculum and support school curriculum. In that nature of the multicultural education and learner-centered, inquired the direction of the learner-centered multicultural curriculum development for the reflection of the contemporary and social change in the state-level curriculum. These findings could have a significance in terms of suggesting the implications for the multicultural education and curriculum development.