21세기 과정역량 모델 분석을 통한 가정과 교육과정의 핵심역량 적용 연구

권유진(Yoojin Kwon) 중앙대학교 한국교육문제연구소 2018 한국교육문제연구 Vol.36 No.1

21세기 필수 역량(partnership for 21st century skill, 2004)은 미국 교육에서 제공해야 할 핵심역량 (core competency)을 제시하였으며, Mosenson과 Fox(2011)는 21세기 역량을 가정교육에 적용하여 ‘21세기 과정역량 모델’로 제시하였다. 가정과 교육에 적용된 21세기 과정역량 모델은 가정과 교과역량 및 하위 요소로 제시하여 이를 수업의 교수 · 학습 방법 및 평가에 적용할 수 있도록 하였다는 강점을 가지고 있다. 우리나라 교육과정에도 2009 개정 교육과정부터 교과 교육과정에 핵심역량이 처음 적용하였고, 2015 개정 교과 교육과정은 교과역량을 정의하고 그것을 교과 목표와의 연관성을 제시하는 수준으로 적용하였다. 따라서 가정과 수업에서 교수 · 학습 방법이나 평가에 어떻게 활용해야 하는지에 대한 구체적인 안내가 부족하다고 분석된다. 이에 본 연구는 미국의 21세기과정역량 모델을 적용하여 향후 교육과정에서의 교과의 핵심역량의 역할과 구체적 하위요소들을 모색하고 그 시사점을 교과교육과정에 적용하는 방향을 모색하고자 하였다. 교육과정 문서에 핵심역량에 대한 정의를 규정하고, 목표에 제시하는 것을 넘어서서 교수 · 학습 방법 및 평가에 활용할 수 있도록 핵심역량의 요소를 제시하는 것이 필요하다고 판단된다. 이 때 관련 요소들은 교육과정에 근거해야 하며, 성격, 목표는 물론 내용 체계, 성취기준, 평가 영역에 까지 교과의 핵심역량을 적용할 수 있도록 교육과정에 안내되어야 한다. 본 연구의 제한점에도 불구하고 향후 교육과정을 개선하고 교과의 핵심역량을 발전 · 적용시키는데 기여할 수 있는 기초자료로써 활용될 것이다. The Partnership for the 21st Century Skills (2004) has presented core essential competencies for education. Mosenson and Fox (2011) published the 21st century process skills model which integrated the 21st century skills into the process frameworks of family and consumer sciences standards. The model has provided the areas of competencies and specific competencies which were the essence of national standards. Since the 2009 revised national curriculum, the concepts of core competencies related to each subject were applied to the development of the national curriculum. Also, the 2015 revised national curriculum has utilized core competencies as the title of subject competency. Even though there were some studies for subject competencies in the curriculum, we do not recognize the importance of competency in Home Economics subject research area. This study selected the 21st century process skills model to be applied to subject curriculum, because the model was based on the national standards for family and consumer sciences. Through analyzing the 21st century process skills and deriving some implications from the analysis outcomes, we can contribute by providing a foundation for the next national curriculum as well as related research in home economics education. This study aimed to improve the national curriculum document for home economics education through drawing some implications from the 21st century skills and the 21st century process skills model. This study would contribute to establish the future direction for the national curriculum of family and consumer sciences subject through analysis and implications of the 21st century process skills model.

21세기 트렌드와 다문화사회 민주시민교육의 방향과 과제

김용찬 한국사회교과교육학회 2016 사회과교육연구 Vol.23 No.1

The purpose of this study is to analyze the megatrend and microtrend of the 21st Century and democratic citizenship Education in the multicultural society. For this purpose, this paper makes an attempt to link the trend of the 21st century and democratic citizenship education in the multicultural society. The major matters of this study are as follows; (1) The origin and limit of the concept of megatrend of the 21st century of the 21st century and four kinds of the 21st century and energy ­earth environmental problem (2) Microtrend of the 21st century (3) Democratic citizenship education of the multicultural society in the 21st century (4) Trend of the 21st century and the task of democratic citizenship education in the multicultural era. And this study suggested the critical issues and improvement method of the existing multicultural education in the prospect of the democratic citizenship education in the 21st century. 본 논문은 21세기 메가트렌드와 마이크로트렌드를 분석하고 21세기 트렌드와 다문화사회의 민주시민교육을 연계하여 논의하였다. 또한 21세기 트렌드에 비추어 본 다문화사회의 민주시민교육에 대한 문제를 제기하고 나아가서 21세기 트렌드에 비추어 본 다문화시대 민주시민교육의 과제를 제시하였다. 이 연구는 다음의 네 가지 문제를 중심으로 논의를 전개한다. 그것은 (1) 21세기 메가트렌드 개념의 유래와 한계 및 21세기 메가트렌드 네 가지와 필연적이고 파괴적인 위기들 (2) 21세기 마이크로트렌드 (3) 21세기 트렌드와 다문화사회의 민주시민교육 (4) 21세기 트렌드에 기반한 민주시민교육의 과제의 네 가지이다. 본 논문은 그동안 사회과교육 분야에서 본격적인 연구가 미흡했던 21세기 트렌드와 다문화사회의 민주시민교육을 연계하여 논의하고 있다는 점에서 의의가 있다고 하겠다. 아울러 본 연구에서 필자는 21세기 민주시민교육의 관점에서 본 기존의 다문화교육에 대한 비판적 쟁점과 개선방안을 제시하였다. 결론 및 제언에 갈음하여, 21세기 트렌드에 기반한 다문화시대 민주시민교육의 과제로서 먼저 21세기 기후변화-에너지 위기시대에 대응하기 위한 지능과 의식으로 자연친화지능과 생태지능 및 생물권의식의 함양을 논의하여 새로운 인간 지능과 의식의 유형을 제시하였다. 다음에 탈신자유주의-3차 산업혁명시대에 대처하기 위한 지능과 인간유형의 모형으로 인간친화지능과 호모 엠파티쿠스(Homo empaticus: 공감하는 인간)를 제시하여 인간 지능과 존재의 새로운 발견을 시도하였다.

21세기 예술가는 무엇인가

박미경 ( Mikyung Park ) 세계음악학회 2018 음악과 문화 Vol.38 No.-

The 21st century is a time of change and an age of uncertainty. In this paper I try to persuade our artist to fully observe the 21st century environmental change that is paradigm shift and to acquire the core technology that this age demands in the 21st century environment. Specifically, I asked what the expertise of the artist in the 21st century was and looked at the traces and perspectives of the various leading steps in many of the articles posted on the internet, although it is still too early to be defined or true. These articles are examples where publishers around the world face a change of environment in the 21st century and show a crisis awareness and respond to each other's reasons or challenge new things with a willingness to act. What is required of an artist in the 21st century is to create a new capacity of activities based on social communication by performing entrepreneurial spirit and multiple functions beyond the form of making art works or providing them to the enjoyers unilaterally. A new multidimensional musician, not a music educator, but a teaching artist, might be an appropriate alternative answer to the problem consciousness of this paper. It means that with competence in artistic skill, it is prepared for multiple activities, together with creative, communicative, collaborative, and fundamental qualities required for artists to enter the 21st century.

21st Century Learning Skills: A Challenge in Every Classroom

Joseline M. Santos ASCONS 2017 INTERNATIONAL JOURNAL OF EMERGING MULTIDISCIPLINAR Vol.1 No.1

The main objective of this study is to assess the 21st century learning skills of the students and the teaching practices in the 21st century classroom. Specifically, the study sought answers to the following questions: 1) How may the 21st century learning skills of the students be described in terms of eight (8) components of the 21st century learning skills? 2) How may the teaching practices be described in terms of 21st century learning skills? 3) Is there a significant relationship between the perception of the students on their acquired 21st century learning skills and the teaching of 21st century learning skills in the classroom based on the perception of the teachers? 4) What is the implication of this study to the teachers, students and administrators of BulSU-CoEd? This study used a descriptive method of research. Data were gathered and analyzed. Student-t and Pearson r product moment were used to test the hypothesis between the difference in the perceptions of the two groups of respondents and the relationship between them. Mean was also used to describe the summary of the questionnaire. The topmost skills of the students are; using technology as a tool for learning, self-direction skills, and collaboration. The topmost teaching practices are; local connections, creativity and innovation skills, and using technology as a tool for learning. The results indicated that the students’ perception on the 21st Century skills that they acquired are not the same as what the teachers perceived to be what they transferred. This research could serve as a basis for the seminars and workshops that may be provided to staff in-house or external.

근대의 아포리아 -21세기 중국 SF에 재현된 기억, 망각, 환각의 메타포를 중심으로-

권혜진 영남중국어문학회 2023 중국어문학 Vol.- No.92

It has been analyzed that 21st century Chinese science fiction has made a very positive contribution to Chinese science fiction literature by distinguishing it from 20th century works while forming a new terrain through the emergence of excellent “gèngxīndài(更新代)” writers. Specifically, the characters desire to escape in 21st century works “found within a confined and heterogeneous space of daily life seems to have a distinction from 20th century works in that they present active and challenging ways of modern thinking. Based on these facts, this study focuses on the fact that the majority of Chinese science fiction works in the 21st century are centered on the heterotopia space in both external and internal aspects but also in the internal form. However, I agree with the argument that the essential meaning of heterotopia can be found through the stories of the “subjects” occupying the space, so this study will focus on the “subject” aspect of realizing the order in the heterotopia space. In other words, this study is an attempt to convert heterotopia, which has been regarded as a concept of ‘space’, into a problem of ‘subject’. Therefore, a review of the heterotopia space, the processing method of characters, and its operation can be presented as a shortcut to looking into the nature of the times and the order of modernity, and as a way to understand the characteristics of 21st century Chinese science fiction. At this time, Nietzsche's thoughts, which have been revived in modern times living in the 21st century, will be a good basis for insight and understanding the ‘subjects’ in heterogeneous spaces. Accordingly, in this discussion, the 21st century’s representative ‘xīnshēngdài(新生代)’, ‘gèngxīndài(更新代)’ writers award-winning works will be analyzed. In addition, I would like to examine the representative works contained in the collection the collection ‘宇宙摩天輪’(2010) which is considered a milestone in Hong Kong science fiction from a diachronic perspective. Hong Kong, which has stood as the center of global capital since the 1980s, has been considered a contradictory and special space where constant conflicts between the old and the East and the West intersect. However, it remains irony in Hong Kong’s science fiction world that the development of science fiction in Hong Kong has not reached the level of mainland China and the peak in a good growth environment without any cultural constraints. In this respect, this study intends to discuss works that are different from mainland China and Taiwan in terms of styles and themes with diversity that encompasses the fields of history, culture, love, religion, and politics in the collection mentioned earlier. In particular, as Hong Kong is regarded as a post- modern culture different from mainland Chinese culture in the 80s and 90s when the golden age of 21st-century Chinese science fiction is based on China’s economic growth and technological development, the insightful search for the issues of science fiction created by Hong Kong's relationship with mainland China can be seen as a valuable test of 21st-century Chinese science fiction.

베네수엘라 차베스의 21세기 사회주의

김달관(Kim, Dal-Kwan) 한국외국어대학교 중남미연구소 2016 중남미연구 Vol.35 No.3

본 연구는 베네수엘라 차베스의 21세기 사회주의에 대한 연구이다. 이에 본 연구는 차베스의 21세기 사회주의가 어떠한 베네수엘라의 역사적 맥락에서 등장하게 되었는지?, 21세기 사회주의 내용이 무엇인지? 등에 관한 연구이다. 2장에서는 푼토피호 체제가 왜 붕괴하게 되었는지? 그리고 차베스와 함께 21세기 사회주의가 왜 등장하게 되었는지를 분석한다. 3장에서는 차베스에게 영향을 준 하인즈 스테판의 사회주의를 살펴보고, 차베스의 21세기 사회주의의 중요한 내용을 연구한다. 4장에서는 차베스의 21세기 사회주의에 대한 비판을 중심으로 도전과 한계를 다룬다. 5장에서는 결론부분으로서 차베스의 21세기 사회주의의 함의를 논의하려 한다. This article is a research regarding Chavez"s 21st century socialism in Venezuela. Then, this article is a study that which historial context has occurred Chavez"s 21st century socialism in Venezuela? and what is the content of Chavez"s 21st century socialism?. In the chapter 2, this study intends to analyze why was collapsed the regime of Punto Fijo in 1998? and why emerged 21st century socialism with Chavez? In the chapter 3, addresses the socialism of Heinz D. Steffan which has had an important effect to Chavez and the important contents of Chavez"s 21st century socialism. In the chapter 4, deals with the characteristic of Chavez"s 21st century socialism. In the chapter 5, treats of the challenge and limits centralized the critics concerning Chavez"s 21st century socialism. Lastly, as the conclusion, in the chapter 6, it will discuss the implications of Chavez"s 21st century socialism.

스마트패드를 활용한 초등학교 스마트 교육에서 21세기 핵심역량을 예측하는 변인 분석

이영미 ( Lee Young Mi ),강명희 ( Kang Myung Hee ),윤성혜 ( Yoon Seong Hye ),박주연 ( Park Ju Yeon ) 한국초등교육학회 2016 초등교육연구 Vol.29 No.4

Due to technological advancements and the advent of a knowledge-based society, the 21st century skills have become a new goal of elementary education. The 21st century skills, which include cognitive, affective and social factors, require alternative teaching-learning methods, with smart learning emerging as one of the alternatives. Therefore, this study conducted smart-learning using smart-pads as an educational method approach to develop the 21st century skills and aimed to provide the basis for teaching design and teaching strategies for effective smart-learning through identifying the variables that predict the 21st century skills. Based on previous studies, this study chose digital literacy and self-directed learning ability as the variable to predict the 21st century skills and flow as the learning process variable. Data were collected from 94 fourth-grade private elementary school students in Seoul to analyze the relationships among the variables. As a result, digital literacy, self-directed learning ability and flow predicted 21st century skills in elementary school smart-learning using smart-pads. In addition, flow mediated the relationship between digital literacy and 21st century skills as well as the relationship between self-directed learning ability and 21st century skills. Based on the results, various intervention strategies to promote and digital literacy, self-directed learning ability, flow are needed to improve 21st century skills in elementary school smart-learning.

“21세기 기술(21st Century Skills)”교육을 위한 미국과 호주의 학교혁신 사례 탐색

박삼철(Sam-Chul Park) 한국비교교육학회 2016 比較敎育硏究 Vol.26 No.6

21세기의 미래사회는 사회, 경제, 문화 및 직업 환경 등의 급격한 변화가 예측되고 있어서 이에 대응하기 위하여 학교교육도 21세기 기술 혹은 역량중심의 교육이 이루어져야 하며 이를 위해 학교교육의 혁신적 변화가 요구되고 있다. 이러한 맥락에서 본 연구의 목적은 미국의 MC2 중등학교와 호주의 학교혁신 사례를 분석하여 21세기 사회변화에 능동적으로 대응할 수 있는 학교혁신의 특징 및 방향을 탐색하는 것이다. 이를 위해 연구대상의 학교혁신 원리, 교수자, 교육과정 및 학습방법, 학습장소 및 지역사회와의 관계 등 학교교육의 주요 요소의 혁신성을 중심으로 분석하였다. 분석의 결과 미국과 호주의 학교혁신 특징은 21세기 기술과 역량 중심의 교육목표 설정, 프로젝트 중심의 내용통합 교육과정 운영, 학생 참여 확대, 교사팀 구성 혹은 학교 밖의 인사들을 활용하는 교수자 집단 구성의 유연성, 지역사회 기관과 산업체 등으로 학습 장소 확대, 지역사회와의 전략적 동반자 관계 구축 등이었다. 이상의 연구 결과에 기반한 본 연구의 결론은 21세기 미래의 학교교육은 한 두 영역의 혁신으로는 한계가 있으므로 전 학교교육의 영역에서 종합적으로 접근해야 한다는 것이며, 또한 학교와 지역사회는 소극적 협력 관계를 벗어나 보다 강화된 전략적 동반자 관계를 구축해야 한다는 것 등이다. The purpose of this study was to explore some implications regarding school innovation areas and characteristics, by examining the two exemplary innovative schools in the USA and in Australia. The results of this study showed that the two cases have some similarities in terms of school innovation areas and characteristics. They include educational aim focusing on the 21st century skills, project-based learning integrating traditional subjects, flexible teachers’ teams including professionals from outside school communities, and broadening learning places to outsides of schools. The conclusion of the study is that school innovation is an important and urgent task because students in the 21st century should learn and improve their key competencies or 21st century skills at schools. Second, holistic school approach should be applied to change schools because teaching and learning systems are very complicated and have various sub-systems. Lastly, strategic partnership between school and local community should be constructed to maximize their reciprocal characteristics.

21 세기 초등학생의 핵심역량 측정도구 개발

강명희,김민정,김보경,유지원 한국교육방법학회 2013 교육방법연구 Vol.25 No.2

The purpose of this study is to develop and validate the 21st century skills instrument for Korean elementary school students. From the literature review, a framework of 21st century skills was developed, and the instrument was developed based on the framework. We collected data for 496 5th and 6th elementary students and conducted exploratory factor analysis(EFA) and confirmatory factor analysis(CFA) to validate the instrument. Firstly, an EFA was employed with 249 participants to find the dimension of the construct of the instrument. As a result, 27-items were determined for the instrument, and the six dimensions were identified: knowledge construction, problem solving, responsibility, initiative and self-direction, socialization ability and social receptivity. Secondly, to confirm its validity and reliability, a CFA was employed with the other data from 247 participants. The result indicated that 21st century skills instrument for elementary school students was reliable and valid. Furthermore, to validate the external criterion validity, correlation analysis was conducted. The results showed resonable correlations among 21st century skills, communication skills, and problem solving skills. Therefore, it was concluded that the 21st century skills instrument for elementary school students was a reliable and valid instrument. Since the instrument will provide a tangible data by measuring the level of future competencies, it enables educators to establish strategic plans for transforming elementary education and for developing national human resources. 본 연구에서는 21세기 초등학생이 갖추어야 할 핵심역량을 규명하고 이를 측정하기 위한 도구를 개발하였다. 선행연구 고찰을 통해, 초등학생에게 요구되는 21세기 핵심역량을 인지, 정의, 사회 세 영역으로 구성하였으며, 이를 측정하기 위한 예비도구를 개발하고, 초등학교 5, 6 학년에 재학 중인 496명을 대상으로 자료를 수집하여 신뢰도와 타당도 검증을 진행하였다. 496 명중 249 명을 대상으로 탐색적 요인분석을 실시한 결과, 인지 2개요인 (지식구축, 문제해결 ), 정의 2개요인 (책임감, 자기조절능력), 사회 2개요인 (사회화능력, 수용성 )으로 이루어진 27 문항이 선정되었다. 나아가 탐색적 요인분석에 포함되지 않은 247 명을 대상으로 확인적 요인분석을 실시한 결과, 도구의 타당도와 신뢰도는 적합한 것으로 나타났다. 또한 개발된 도구의 준거타당도를 검증하고자 21 세기 핵심역량과 의사소통능력, 문제해결능력 간의 상관분석을 실시한 결과 유의미한 상관이 있는 것으로 분석되어 본 도구의 준거타당성도 검증되었다. 향후 본 도구를 지속적으로 정교화하고, 초등교육 현장에서 활용함으로써 21세기 국가경쟁력 향상을 위해 초등교육이 준비하여야 할 영역을 파악할 수 있을 것이다. 본 연구는 초등교육의 미래 전략을 수립하고 국가인적자원개발을 위한 방향을 정립하는 기초자료로 활용될 수 있을 것으로 기대한다.

21st Century Skills와 Computational Thinking 관점에서의 "정보" 교육과정 분석

최숙영 한국컴퓨터교육학회 2011 컴퓨터교육학회 논문지 Vol.14 No.6

본 연구에서는 21st Century Skills와 Computational thinking의 관점에서 컴퓨터 교육의 특성을 분석하고자 하였다. 21st Century Skills는 현세계에서 성공적인 삶을 살아가기 위한 필수 능력으로 학습과 관련하여 비판적 사고, 문제 해결 능력, 통신 능력과 협동 능력이 포함되어 있다. Computational thinking은 오늘날 융합 시대에 요구되는 기초 능력이라 할 수 있으며, 컴퓨터과학 교육의 핵심 개념이라 할 수 있다. 본 연구에서는 먼저, 21st Century Skills와 Computational thinking의 특징을 살펴보고, 이러한 것들이 현재 중·고등학교에서 컴퓨터교육을 위해 운영되고 있는 ``정보`` 과목의 교육과정과 어떻게 관련이 되는지를 분석하였다. 이를 통하여 초·중·고에서의 컴퓨터 교육에 대한 중요성 및 필요성을 도출해냈다. This study analyzed characteristics of computer education from the perspective of 21st Century Skills and Computational thinking. 21st Century Skills are essential skills for success in today`s world. They include critical thinking, problem solving, communication and collaboration. Computational thinking is a necessary ability in the age of convergence and a core concept of computer science education. This study first examined characteristics of 21st Century Skills and Computational thinking. Then, it analyzed the relationship between these two skills and ``Informatics`` curriculum. ``Informatics`` is an elective course in K-12. The results of this study emphasized the importance and the necessity of computer education in the K-12 level.