교사의 교육과정 전문성 관점에서 본 초등 교사의 담당 학년 배치에 관한 고찰

박순경 ( Soon Kyung Park ) 한국교육과정학회 2008 교육과정연구 Vol.26 No.1

This study aims first, to review and analyze the recent discourses on teacher professionalism in terms of curriculum practising, second, to reflect on the present situation of primary school teachers` grade placement in Korea through survey research and teacher interviews, and finally to suggest the directions to improve teachers` grade placement for the pursuit of enhancing teacher professionalism and high-quality school curriculum implementation. The results of this study are as follows: First, the recent teacher professionalism discourses have been focused on close alignment of teacher and curriculum and `teacher as learner` concept. Second, in ordinary primary schools, teachers` grade placement has been largely determined by teachers` personal preference and their age rather than their expertise and students` needs. This situation prohibits primary school teachers to have optimal learning opportunity in classroom context. They inevitably have limitations in accumulating their curriculum and teaching professions on their own. Third, to improve such situation it is necessary to consider the possibilities of the new concepts, those are, `teachers grade placement cycle` and `grades cluster approach.` In short, teachers need the real opportunities and time to consolidate their own in-depth experience on school curriculum and students.

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.

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.

국가수준 교육과정 변화 방식의 대안 모색에 관한 일고(一考)

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

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.

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`.

교육과정 이론화의 새로운 가능태로서의 후기 구조주의적 논의 - Cherryholmes 를 중심으로 -

박순경(Soon Kyung Park) 한국교육과정학회 1997 교육과정연구 Vol.15 No.2

This study has been attempted to search the meanings of poststructural discourses in curriculum theorizing. To do this, this study is focused on the following themes. First, the identification of the structuralist attributes of curriculum theories, those are, Tyler`s rationale, Bloom`s taxonomy of educational objectives and Bruner`s the structure of knowledge, second, how these theories could be deconstructed by poststructural perspectives, and third, the implications of those deconstruction in forward curriculum theorizing. As results, the three well-established curriculum theories can be regarded as having been played a powerful role like transcendental signified of structuralist linguistics in the field of curriculum studies. And it is suggested that they should be obliged to be deconstructed because of their own contradictory rhetoric and limitations. Poststructural deconstructive criticisms of this study are oriented to the Cherryholmes` interpretations and applications of Foucauldian and Derridan ideas on the basic assumptions of structuralism. Those criticisms have significance in curriculum theory and practice, in that they can critically examine the legitimacy of those theoretical positions, and in that they can make a room for the new horizon for generating an alternative mode of curriculum theorizing.

메타 교육과정으로서의 cross-curricula 에 대한 일고

박순경(Soon Kyung Park) 한국교육과정학회 1998 교육과정연구 Vol.16 No.2

Cross-curricula is regarded as a mechanism to fulfill various needs of society and students in school curriculum. But the ways to understand cross-curricula are so confused that there are some problems in school curriculum conceptualization and practice. This study has been attempted to understand cross-curricula in national curriculum in a new perspective. To do this, it first analyzes the national curriculum documents of some countries, those are, Korea, United Kingdom, France, Hungary, Japan and New Zealand. Among these countries, Korean cross-curricula have been increased since the 1st national curriculum period., but its treatment has not been improved in quality. In case of 7th curriculum, it also has limits to improve school curriculum relevance, because it is translated as `cross-subjcets learning`, which means a subsidiary, remaining domains of learning. And it is prescribed to be dealt at curriculum implementation in each school level. It suggests that Korean cross-curricula is not as a pre-measure, but as a post-measure. Second, this study suggests an alternative way of conceptualizing cross-curricula. It shoul not be regarded as cross-subjects, but as cross-curricula in its literal sense. This idea is baseed on the premise, `curriculum is not the arithmetic sum of the subjects`. There are some possibilities outside the domain of present school curriculum. In conclusion, cross-curricula should be understood not as icing for the baked cake, called curriculum, but as spicing. As a kind of meta-curriculum, it is entitled to provide the moment or starting-point to curriculum revision, and coordinate school subjects and other contents, experiences and attitudes during the process.

학습자주도적 학습 활동으로서의 프로젝트법 ( project method ) 에 대한 고찰

박순경(Soon Kyung Park) 한국교육과정학회 1999 교육과정연구 Vol.17 No.2

Project method, as a synonym of student-centered learning activity, is expected to be revitalized in schooling hereafter. But its basic idea and practices have been evaluated from the beginning. The evaluative discourses have centered on the social context of learning, major concept of students` `wholeheartedness` in learning process and the logic of subject matter. Theses evaluative perspectives should be considered to be meaningful in present schooling situation, in order to supplement the limits of current understanding of project method and to consolidate the ground for introducing project approach into the existing school curriculum. Above all, in thinking about the school curriculum, it is the potential of project method to reemphasize the importance of psychological dimension of learners. It can facilitate to transform our basic assumptions on learning experience and school curriculum.

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.