국가 교육과정 적용에서의 교육과정 지역화의 실효성 논의(1) -시,도교육청 수준 교육과정 편성,운영 지침의 연구,개발과업을 중심으로-

박순경 ( Soon Kyung Park ) 한국교육과정학회 2003 교육과정연구 Vol.21 No.1

This study aims to analyze the efficiency of attempts to localize the national curriculum and to suggest some directions which can substantiate curriculum administration system in accordance with the conceptions of autonomy of MPEA (Metropolitan and Provincial Educational Authorities) in curriculum implementation stage. As an attempt to complement the limits of centralized curriculum system, curriculum guideline research and development tasks have been carried out in each MPEA since the 6th national curriculum revision. But this study indicates that the importance of role division and specification to carry out the complex curriculum dissemination tasks has been ignored at local level. To improve this state, this study indicates the problem of low efficiency of developing and disseminating the guidelines of curriculum organization and management in the 7th Korean high school elective curriculum. The results mean that it is necessary to develop a new role division and specification system in national curriculum implementation process. Local educational administration system should be more empowered to have a real authority and professionality in the context of local curriculum management. Strengthening the concept of customer-centeredness in curriculum implementation reinforces the authentic autonomy to be internalized in the whole processes of national curriculum implementation. The idea of curriculum localization should be consolidated not as a rhetoric, but as a reality of local curriculum practices.

교육과정 연구 패러다임의 다원성 (1) : 주장과 시사점

박순경(Soon Kyung Park) 한국교육과정학회 1993 교육과정연구 Vol.12 No.-

The scope of research paradigms in curriculum has been extended more and more recently. This study was attempted to investigate that how curriculuarists have aasserted the plurality of curriculum research paradigms since 1980s and their implications on curriculum research. As the result, it was proved that Reid asserted four paradigms drawing on deliberation theory, Haggerson, like Reid, suggerted four paradigms founded on the ontological orientation to curriculum, and Short suggested seven multidisciplinay or interdisciplinary forms of curriculum inquiry considering the nature of curriculum practice. The ideas of these curricularists implicate that the plurality of currculum reserach paradigms means first, the maturity of ways of thinking in curriculum, second, the plurality of the method to validate curriculum research paradigms, third, the varous kinds of curriculum knowledge, those are, propositional knowledge, practical knowledge and experiential knowledge.

국가수준 교육과정 변화 방식의 대안 모색에 관한 일고(一考)

박순경 ( Soon Kyung Park ) 한국교육과정학회 2004 교육과정연구 Vol.22 No.3

교육과정 지역화의 흐름과 자리매김

박순경 ( Soon Kyung Park ) 한국교육과정학회 2010 교육과정연구 Vol.28 No.3

This study aimed to explore how to incorporate the right concept of curriculum localization into the school curriculum system. In order to achieve this goal, this study analyzed the current status of curriculum localization and tried to re-establish the meaning of curriculum localization. This study analyzed the differences among the 16 MPEA-developed curriculum guidelines and textbooks, such as `We are the first Graders` for the primary school orientation program and Social Studies Inquiry` which are localized primary social studies subsidiary materials. The results are as follows: First, the results of curriculum localization efforts for the last 20 years can be evaluated as high-cost but low-efficiency. So far, the efforts have been simply focused on the division of curriculum decision-making power, neither strengthening the rational role-distribution and nor reflecting the differences and variety according to the local conditions. The impacts of curriculum localization measures have been small because national curriculum standards are too regulative and over-detailed. Second, the concept of localization should be re-established to provide the right direction of school curriculum autonomy. To do this, the following suggestions are needed : 1) to identify the ultimate meaning of curriculum localization, 2) to guarantee the necessity of role distribution between the cental government and 16 MPEAs and that of reflecting local distinctions, and 3) to extend the scope of localization to implicate the autonomy of school curriculum.

잠재적 교육과정 논의 (1) ; 잠재적 교육과정은 존립불가능한가 ?

박순경(Soon Kyung Park) 한국교육과정학회 1996 교육과정연구 Vol.14 No.1

Hidden curriculum, which has been discussed for 25 years or so since Jackson, still leaves a room for questioning its existence as a part of curriculum. This research is attempted in order to first, analyze the ideas of rationalistic curricularists and Lakomski asserting that hidden curriculum can not be subsumed into curriculum, and second, investigate into their significance and limits in understanding the phenomena of school curriculum and schooling. As results, it was founded that rationalistic curricularists, emphasizing the necessity of searching the proper boundary of curriculum. insisits that hidden curriculum can not exist as a part of curriculum by the criteria of the normative `intention` of schooling and curriculum. And Lakomski insists that hidden curriculum is no more than `fictional concept` in considering that it can not have been suppotred by any empirical and positivisitc evidence. It will be recognizable that their ideas and logic have some significance on their own. Nevertheless, it can be concluded that the level and focus of their discourses have some limits to find out the educational potentialities of hidden curriculum in understanding the phenomena of schooling. Thus, this research suggests curriculum in understanding the phenomena of schooling. Thus, this research suggests that the present focus of hidden curriculum discourses be shifted. That is, from the possibility of existence as a domain of curriculum to that of `being reconceptualized`.

초등 저학년 교육과정에서의 교육 내용 중복과 교과 통합 방식 고찰

박순경 ( Soon Kyung Park ) 한국교육과정학회 2009 교육과정연구 Vol.27 No.4

This study aims first, to analyze educational contents overlapping between integrated subjects in lower primary curriculum, second, to reflect the relevance of curriculum integration method since the 6th curriculum. The results of this study are as follows:The efforts of integration since 4th curriculum period have much fluctuated, so it can hardly be evaluated as effective or efficient. The more recent 2007 national curriculum also attempts to sustain the integration approach in primary curriculum. But there can be found much overlapping around the nature and educational objectives, contents especially between the two subjects, Moral life and Social studies part of Wise life. Moreover, the science part of Wise life has been ignored since 6th period. These problems have put limits on curriculum articulation between early childhood curriculum and 1st and 2nd grades curriculum. And that of between 2nd and 3rd grade has continued to be impeded. To fix these problems, this study suggests as follows: First, the purpose and method of curriculum integration should be critically re-examined to provide more relevant and qualified learning opportunities for students, which guarantees more effective and efficient learning experiences in accordance with the national curriculum standards. Second, high-quality standards must be established to play a role of blueprint for primary education. Finally, the policy of textbooks and teaching materials must be opened to maximize the synergy effects of curriculum integration.

한국 교육과정에서의 범교과학습의 실태와 개선 방안

박순경 ( Soon Kyung Park ) 한국교육과정학회 2006 교육과정연구 Vol.24 No.2

교육과정 분권화의 출발점과 방향 타진을 위한 시론(始論)

박순경 ( Soon Kyung Park ) 한국교육과정학회 2008 교육과정연구 Vol.26 No.2

This study aims first, to retrospect the curriculum decentralization efforts since the 6th curriculum in Korea, second, to prospect its new starting point and directions. The results of this study are as follows: The early efforts on decentralization have had a tendency to allow the 16 MPOE (Metropolitan and Provincial Offices of Education)s` roles and responsibilities in national curriculum implementation and to let each MPOE develop localized textbooks and materials. But these approaches can hardly be evaluated as cost-effective or efficient. The recent 2007 national curriculum attempts to enlarge the schools` autonomy in curriculum implementation. Some issues are dealt in this study as follow: First, the two decentralization-related concepts, localization and autonomy, are defined and their relations among them are identified. Second, the purpose of curriculum localization is “to provide students more relevant and qualified learning opportunities which reflect the localities and autonomy of school curriculum implementation in accordance with the national curriculum standards”. Third, the national curriculum as a blueprint for school education must guarantee powerful leadership and design-mindedness in recent decentralization mood. Finally, in spite of decentralization move, the long-lasting assets found in curriculum centralization tradition in Korea should be admitted, and moreover the central government have to play essential roles for leading schools at national level.

초등학교 입학초기 적응활동에서의 국어,수학 기초 학습에 대한 고찰

박순경 ( Soon Kyung Park ),백경선 ( Kyeong Sun Baek ) 한국초등교육학회 2013 초등교육연구 Vol.26 No.1

To provide more autonomy for schools, the orientation program for primary school entrants was newly positioned in the area of Creative Experience Activities in the 2009 revised national curriculum. But most MPEAs(Municipal and Provincial Education Authorities) provided learning materials for the entrants and their teachers. In relation to the new measure, this study was attempted to analyze the 13 learning materials and teachers` manuals afforded by 13 MPEAs repectively. And surveys and interviews were administered to school teachers. The results of this study are as follows: First, there were differences among the 13 materials in volume and time-allotment. And those materials also showed differences in the scope and depth of prescriptions for basic skills in Korean Language and Mathematics. Second, in spite of the entrants` preschool experiences, there were considerable gaps in learning readiness among them. To alleviate these differences and gaps, it is important to make standards of entry behaviors in primary school subjects and to delineate the scope and level in each subject, being based on the mutual understanding between Nuri program and primary curriculum. These tasks are required to stimulate the national accountability of offering proper learning opportunities prior to school entrance and optimal starting-point of primary education. Above all, the minimum essential skills in Korean Language and Mathematics are required for all students to start and lead his or her learning.

우리들은 1학년 교과의 성격과 지역화의 실태 분석

박순경 ( Soon Kyung Park ) 한국교육과정학회 2005 교육과정연구 Vol.23 No.3