교과 교육과정의 교육내용 제시 방식에 대한 검토: 한국과 미국 과학(생물) 교육과정 비교를 중심으로

백남진 ( Nam Jin Paik ) 한국교육과정학회 2007 교육과정연구 Vol.25 No.1

본고는 교육과정 문서에서 교육내용이 제시되는 방식을 검토하고자 하였으며, 한국과 미국의 생물 교육과정을 분석 대상으로 하였다. 내용 제시 방식을 내용 진술 방식과 내용 조직 방식으로 구분하여 분석한 결과, 내용 진술 방식과 관련하여, 한국은 주로 교육과정의 내용 진술문에서 활동을 많이 제시하며 내용은 주제명으로 제시하는 데 반하여, 미국은 기준에서 학생들이 알아야 할 내용을 명제를 중심으로 제시하고 있었다. 내용 조직 방식과 관련하여, 한국의 교육과정에서는 지식과 지식간의 관계를 나타내는 조직 구조가 결여되어 상위 지식을 제시하지 못하며 상위 지식과 하위 지식간의 관련성도 드러나지 못하고 있었다. 교육과정 해설서 분석과 관련하여, 한국에서는 수업 운영에 대한 지침이 많이 나타났으며 학생이 학습할 것을 활동을 통해서 배우도록 제시하고 있었으며 미국에서는 수업 운영에 대한 지침보다는 학습 내용 관련 지식을 설명하는 데 상당히 많은 할애를 하고 있었다. 결론으로서 한국의 교과 교육과정을 통한 내용 제시에서 활동보다는 내용을 명료히 진술하고 지식과 지식간의 관련성을 나타내도록 조직하는 것이 필요하다고 보았다. This study intends to examine the differences and characteristics of the presentation forms of educational contents and confines the target of analysis to Korean 7th science education curriculum/commentary and the science education framework of California, U. S. A., more specifically, to the life science strand. This study defines the presentation form of educational contents in curriculum documents as the statement form and the organization form of educational contents. The result of this study is as follows. First, in terms of the styles of statements, activity verbs were used In Korean science curriculum and simple cognitive verbs were used in California science standard. Second, regarding contents organizational form in curriculum and commentaries, in California framework, the relationship between superior knowledge and subordinate knowledge was presented in the content organizational structure called ``standard set``. On the contrary, Korean curriculum and commentary, lack of content organizational structure, showed no relationship between superior knowledge and subordinate knowledge. Third, in relation to guides of explaining contents and managing instruction in commentaries, Korean commentary guided and explained more about managing instruction than explaining contents, on the contrary, California framework guided and explained more about explaining contents than managing instruction. In order to give specific and helpful guides and information to the people including teachers, who refer to the curriculum documents and commentary, it is needed to state more clearly on contents and contents must be presented in the form of clear organizational structure which can show the relationship between superior knowledge and subordinate knowledge.

호주 국가 교육과정에서의 역량 제시 방식 탐구

백남진 ( Nam Jin Paik ),온정덕 ( Jung Duk Ohn ) 한국교육과정학회 2015 교육과정연구 Vol.33 No.2

The purpose of the study is to provide implications for developing a competency-based curriculum in Korea, by examining how general competency is reflected and presented in the Australian national curriculum. More specifically, we looked into a history curriculum to see how general competency is related to subject-specific competency, and is designed to be taught through curriculum content. The results of analysis provide the following implications. First,subject-specific competency should be determined. For this, both knowledge and subject-specific skills, meaning what students should be able to do through a subject, should be identified. Second,the relationship between knowledge and skills across and within areas should be explicitly presented. Third, the organizing elements of each general competency should be specified. Fourth,the connection between general competency and the knowledge and skills of each subject should be revealed. Lastly, general competency can be designed to be taught throughout the curriculum,for instance, in combination with cross-curricular themes.

일반교육과 직업교육의 연계를 위한 전문교과 교육과정의 개발 방향 탐색: 미국 캘리포니아 주직업기술교육 기준을 중심으로

백남진 ( Nam Jin Paik ),온정덕 ( Jung Duk Ohn ) 한국교육과정학회 2015 교육과정연구 Vol.33 No.4

In this study, we explored how general education and vocational education can be aligned from the position that the alignment should be explicitly present in vocational subject curriculum documents. We first looked into the new vocationalism, which requires integration with general education, and the vocational curriculum reform in South Korea. Second, we looked through the college and career readiness (CCR) movement and the standards movement, which both influenced the development of California career technical education (CTE). Third, we examined the CTE curriculum documents and derived implications for the development of vocational subject curricula in South Korea. The study implications included that vocational subject curricula should be designed starting from competency, standards should be stated in terms of performance, vocational subject curriculum documents need to present the alignment of contents with general education, and vocational subject curricula should be developed in the larger picture of connecting life and work after graduation.

교과 특수 역량에 기반한 성취기준 개발의 방향 탐색: 호주, 캐나다, 싱가포르 사회과 교육과정을 중심으로

백남진 ( Nam Jin Paik ) 한국교육과정학회 2014 교육과정연구 Vol.32 No.4

This study aims to identify the characteristics of subject-specific competency based standards and to explore ways to develop subject-specific competency based standards in subject curriculum. To that end, this study first reviewed the characteristics of subject-specific competency approach and standards. Second, it reviewed the characteristics of presentation and statement of standards in social studies curriculum documents of Australia, Canada(Ontario), Singapore. Finally, it drew implications from these foreign nations`` cases. This study proposed several ways to develop subject-specific competency based standards. First, standards should present multifaceted competencies that students are expected to attain. Second, standards should present the connections of inter-areas(knowledge, skills, and values), inter-knowledge within a subject, and inter-subjects. Finally, standards should present the competencies(outcomes) that students are expected to demonstrate rather than listing what students are expected to know.

역량 기반 교과 교육과정에서 기준과 수행의 의미

백남진 ( Nam Jin Paik ),온정덕 ( Jung Duk Ohn ) 한국교육과정학회 2014 교육과정연구 Vol.32 No.4

The purpose of the study is to define the meaning of standards and performance, and to explore possible ways of developing competency-based curriculum. To accomplish this goal, first, we conceptualized the meaning of competency in the historical context of curriculum and differentiated general competency and subject-specific competency. Second, as for the subject-specific competency, we examined how standards embody competency through student performance, and presented current assessment trends that involve student performance. Third, we provided implications for designing a standards-based curriculum to develop subject-specific competency. The implications include the following: first, student performance that demonstrate competency is to be viewed as an evidence of using knowledge and higher level thinking skills; second, more research should be done regarding what subject-specific competency is in each subject area and how it is connected to general competency; third, the alignment among competency, standards, and performance should be secured in developing a curriculum; fourth, competency should be thought as to be demonstrated and revealed through student performance; lastly, student performance should be identified to show what students should be able to do as an outcome of learning.

교과 교육과정 성취기준 진술의 개선 방향 탐색: 한국과 미국 과학 교육과정 검토를 중심으로

백남진 ( Nam Jin Paik ) 한국교육과정학회 2014 교육과정연구 Vol.32 No.2

This study aims to identify the characteristics of statements of achievement standards in Korean national subject curriculum and to explore different ways to state achievement standards. To that end, this study first reviewed standards types and statement types. Second, it analyzed achievement standards, focusing on the 2009 revised science curriculum. Third, it reviewed NGSS performance expectations. Finally, it drew implications from NGSS performance expectations. This study proposed several ways to improve statements of achievement standards. First, achievement standards should present the competencies students are expected to attain. Second, achievement standards should clearly identify the skill(s) and/or process(s) in each subject area. Third, achievement standards should present the connection between the knowledge and skills related to each subject. Fourth, the number of achievement standards must be limited by selecting the core ideas of the subject content. Finally, better structuring of subject content is needed to represent connections across core ideas in achievement standards.

교과 교육과정에서의 교육내용 진술의 구체화

백남진 ( Nam Jin Paik ) 한국교육과정학회 2006 교육과정연구 Vol.24 No.2

싱가포르의 교사핵심역량 틀 탐구: 역량 기반 교사양성 교육과정 설계에 주는 시사점

백남진 ( Paik Nam Jin ),온정덕 ( Ohn Jung Duk ) 한국초등교육학회 2017 초등교육연구 Vol.30 No.3

This study aims to identify the characteristics of Singapore V³SK and GTCF and to explore ways to design competency-based teacher education curriculum. To that end, this study first reviewed the definitions of teacher competencies and teaching standards. Second, it reviewed the characteristics of Singapore V³SK and GTCF. Third, it reviewed the researches on teacher competency and teaching standards in Korea. Finally, it drew implications for the design of competency-based teacher education curriculum in Korea. Implications include that teacher competencies should be established and specified to teaching standards and the teacher education curriculum should be designed based on these standards, the teacher education curriculum should be designed down from the outcomes that students should demonstrate at the end of their learning experiences, and the teacher education curriculum should be designed in aligning with the school curriculum.

과학적 소양에 기반한 과학과 성취기준의 개발 방향 탐색

백남진(Paik, Nam-Jin) 이화여자대학교 교육과학연구소 2015 교육과학연구 Vol.46 No.2

This study aimed to identify the characteristics of scientific literacy-based standards and to explore ways to develop scientific literacy-based standards in a science curriculum. To that end, this study first reviewed the definitions of scientific literacy and the revised 2009 Korean national science standards. S econd, i t reviewed t he s cience s tandards i n science curricula o f Canada(Ontario), Australia, and Singapore. Finally, it drew implications from these nations" cases. This study proposed several ways to develop scientific literacy-based standards. First, in order to set science standards, the definition and constructs of scientific literacy should be identified. Second, science standards should consider the multifaceted nature of scientific literacy. Third, science standards should present the big ideas, skills, and attitudes of science that students are expected to gain from science learning. Finally, science standards should present the connections of inter-areas(knowledge, skills, and attitudes), inter-knowledge, and inter-strand areas.

교사의 교육과정 해석과 교육과정 잠재력

백남진 ( Nam Jin Paik ) 한국교육과정학회 2013 교육과정연구 Vol.31 No.3

This study aims to explore the meanings of teachers` interpretations of curriculum documents and the ways to develop curriculum documents as the foundation of teachers` reconstruction of the curriculum. A teacher`s interpretation of curriculum consists of two dimensions: the objective dimension, which addresses the ‘reproduction’ of the curriculum reflecting the curriculum developers` intentions; and the subjective dimension, which deals with ‘creativity’, based on the teacher`s own knowledge and experience. An individual teacher`s interpretation of the curriculum documents might be limited. Nevertheless, teachers need to have narrative, critical, and constructive thinking in process of interpretation, which may help to promote students` creativity. With curriculum documents, teachers are better able to understand the historic background of the curriculum and to be informed of structured subject content knowledge, pedagogical content knowledge, and curriculum reconstruction. Moreover, curriculum documents should be designed to allow teachers to have flexibility and autonomy in reconstruction of the curriculum, which leads to practical use of the curriculum documents.