학교 교육목표의 적합성에 관한 비판적 연구

김민환(Kim, Min-Hwan) 학습자중심교과교육학회 2014 학습자중심교과교육연구 Vol.14 No.4

이 연구는 고등학교 교육목표의 적합성을 분석하여 문제점을 드러내고, 이에 따른 개선 방안을 제시하기 위한 것이다. 이를 위해 먼저 분석 모형을 구안할 목적으로 관련 문헌을 고찰하였으며, 각 학교의 교육목표에 관한 구성원들의 견해를 파악 하기 위하여 학교장과 부장교사 등을 면담하였다. 연구결과 각 학교 교육목표 설정의 주체는 학교장으로 밝혀졌다. 이들은 주로 자신의 교육경험이나 교육관을 비롯하여 국가 수준의 교육과정에 제시된 교육적 인간상과 교육목적, 교육목표 그리고 시․도교육청의 교육방침 등을 주요 설정 자원으로 삼고 있다. 반면에 학교 특성을 거의 간과하고 있다. 현행 학교 교육목표에서 볼 수 있는 특징은 ① 학교장 중심의 교육목표 설정이이루어지고 있으며, ② 추구하는 인간상을 교육목표로 설정하고 있으며, ③ 목표에포함된 행동특성이 너무 포괄적이어서 애매할 뿐만 아니라 정해진 수학기간에 달성 하기 힘들고, ④ 교육목표와 학교 교육 실제가 논리적으로 일치되지 않는 경향이다. 따라서 향후 교육목표 설정에서는 좀 더 현실적이고, 실천 가능하며, 학교 교육 실제와의 일치 가능성 등을 고려하여야 할 것이다. The purpose of this study is to analyze the appropriateness of educational goals of high school and suggest the improved directions for setting effective goals. For achieving this purpose, two research methods were applied; reviewing domestic and foreign literature related to educational goals and interviewing the principals and teachers of five high schools. The key results are as follows. First, most of all principals perceive the educational goals at the school level as an educational human. Second, educational goals at the school level are set by principals. They pick out the educational goals from the educational experience of themselves as well as educational aims, educative ideal human, and goals of high school which given by national curriculum. Third, principals are not considering school traits honestly for setting educational goals. Fourth, educational goals of each high school are not coincide with the reality of schooling. Fifth, the present educational goals of each high school are too general and vague; not specific, measurable, and attainable. On the basis of these analytical results, some suggestions are as below. First, it is necessary to change the conceptions about meaning of school goals of principals. Second, principals need to develop the abilities how to setting effective school goals. Effective educational goals at the school level should be specific, measurable, and attainable.

공업계 고교 교육과정의 교육목표 분석 및 설정 연구

김창호 ( Chang Ho Kim ),강현석 ( Hyeon Suk Kang ) 경북대학교 중등교육연구소 2004 중등교육연구 Vol.52 No.1

The purpose of this study is to compare and analyze the curriculum goals of technical high school by its revised time, and then to develop new educational goals. First of all, the educational goals of technical high school were compared and analyzed. On the whole, in the statement of the goals, a problem is generally not stating them with a grade of rank. The contents of statement also have a tendency to accept and reflect the preceding curriculum goals as they were. Consequently, we think that when setting the goals of technical high school, a joint study with both educational viewpoints and technological ones is needed. To develop new goals for technical high school, we analyzed and arranged the preceding educational goals of technical high school, and developed the educational goals for technical high school on the basis of educational goals. The goals for technical high school set by general goals are as follows; 1. Individual demands area (1) Knowledge and information part (2) Competence development part(specific goals omitted) (3) Personality development part 2. Social and economic demands area (1) Socialization part (2) Law-abiding part(specific goals omitted) (3) Economic demands part 3. Vocational demands area (1) Career preparation and selection part (2) Job part(specific goals omitted) (3) Labor part The goals stated above would play a basic role, as a genotype, in stating the educational goals of technical high school.(Daegu Univ./Kyungpook National Univ.)

정신지체 교육과정의 교육목표와 교육내용 쟁점 분석

윤광보 ( Kwang?bo Yoon ) 대구대학교 한국특수교육문제연구소 2008 특수교육저널 : 이론과 실천 Vol.9 No.2

The objective of the present study was to identify major issues related to the setting of educational goals and the selection of education contents discussed in the course of developing curriculums for the mentally retarded, and to suggest solutions for the issues. With regard to the setting of educational goals, we examined the structure of educational goals, the contents and emphases of the goals, the method of describing educational goals, etc. In addition, with regard to the selection and organization of contents, we analyzed problems in the development.centered and function.centered approaches and discussed solutions for the problems from the aspect of human growth and development, which is the fundamental goal of education, and the acquisition of problem.solving ability, which is a practical goal of education. Conclusions drawn from research on educational goals are as follows. First, it is more desirable to set non.curricular goals for realizing an educated human being than goals representing subjects or life areas. Second, it is more desirable to suggest educational goals by school level than common educational goals applied to all school levels. Third, it is more desirable to use causative verbs led by teachers for describing general educational goals by school level, and to use accomplishment.type verbs led by students for describing particular educational goals by curriculum. Conclusions drawn from research on education contents are as follows. First, rather than completely excluding either developmental tasks or life skills, approach should be made as a matter of what contents are more necessary to whom and when. Second, the matter is not which of curricular knowledge and life skills is more important, but the contents of education for the mentally retarded are meaningful when they are learned by the students purposively and meaningfully and applied to the solving of life problems. Third, what curriculums should be focused on are not contents to be conveyed through education but learners’ activities of learning the contents conveyed. Fourth, learners’ learning activities should be active activities of structuring and restructuring experiences.

What is the current orientation of undergraduate medical education in Korea?

김도환,김은정,황진영,신좌섭,이승희 한국의학교육학회 2015 Korean journal of medical education Vol.27 No.2

Purpose: The educational purpose of a medical school is important, because it guides educational decisions in an individual organization and projects the image of the doctors that we are generating. By analyzing the educational goals of entire medical schools, this study aimed to examine the current orientation and future direction of undergraduate medical education in Korea. Methods: Educational goals were collected from the website of each medical school and subjected to inductive content analysis. After identifying categories and themes, we examined the differences between medical school subgroups and compared the categories with competencies that have been suggested by the ”Korean Doctor's Role.“ Results: Thirteen themes were identified: medical expertise, professionalism, contribution to various levels of society, self-management and development, basic educational ideology, research ability, cooperation, leadership, dealing with future change, respect for life, creativity, problem-solving ability, and ability to educate. There was a significant difference in educational goals between medical schools when grouped by geographic location and affiliation of research-driven hospitals. Of the 16 competencies that are suggested by the Korean Doctor's Role, 12 had one or more corresponding categories. Conclusion: Per their current educational purposes, Korean medical schools pursue a broad variety of competencies that need cultivating during the course of undergraduate medical education. Further research is needed to determine how best to apply these educational purposes in actual institutions and ultimately lead them to become part of the competency of a graduate.

성리학과 현대교육 - 교육의 신비에 대한 영성적 접근을 중심으로 -

박종천 ( Park Jong-chun ) 한국교육철학회 2016 교육철학 Vol.60 No.-

Contemporary education, being conducted under the premise of regarding education as a means of achieving external goals, exposes problems mainly caused by the dichotomous separation of perception and practice as well as the instrumental view on education. As an alternative to overcome these problems, this author, with an aim of setting internal educational goals which emphasize the metaphysical realism as an ultimate goal, suggests a spiritual approach towards the mystery of education witnessed in the neo-Confucianism, by focusing on the internal value judgment criteria within the educational activities. This paper shall particularly discuss and prove that the “engagement of mystery”, which studies and puts into practice not from a limited individual level but from the universal dimension by sublimating the daily experiences of an individual into an ultimate reality through the existence of reverence(敬), the spirit of neo-Confucianism that integrates organically the mind and body, and the learning and embodiment of rituals(禮), a cultural flow system of neo-Confucian spirit, is viable from the perspective of practice, and from the theoretical perspective of “Nature is Principle(性卽理)” which sees nature is principle, the twofold structure of the world is linked to the dual structure of education via twofold structure of mind. Identifying an the individual with the universe(天人合一) and completing myself as well as others(成己成物) show well the educational goal of neo-Confucianism. In order to achieve such educational goals, neo-Confucianism sees the educational curriculum as a dynamic structure between the universal nature and the individual reality, and stresses the balance and parallelism between learning and thinking, and “honoring virtuous nature”(尊德性) and “maintaining constant inquiry and study”(道問學). The educational review of neo-Confucianism with the above-mentioned goals, structure and methodology shall contribute consistently to the expansion of potential in developing alternative educational theories and conducting actual education.

화학공학분야 교육비전 수립 연구

이규녀,황민정,이광복,한수경,이영우 한국공학교육학회 2018 공학교육연구 Vol.21 No.6

The purpose of this study is to establish and propose educational vision of chemical engineering field in order to search for academic identity and future education direction in chemical engineering field. In order to achieve this research purpose, we investigate the literature and data on the vision, educational goals, and curriculum of the department of chemical engineering in domestic and foreign universities. We also analyze the SWOT of internal and external environmental factors respectively. The validity of the proposal was verified through delphi survey with delphi panels and the vision was developed by revising and improving upon the opinions of professionals. The vision is comprised of the value and mission of learning, the educational purpose, and the educational goal. The first stage is value and mission of chemical engineering. The educational purposes and the educational goals are divided into ‘Department of Chemical Engineering’ and ‘Department of Chemical and Biological Engineering’. The application of the educational vision of chemical engineering field is as follows. First, we expect that the vision to be a valuable, philosophical, and theoretical basis for establishing educational objectives and goals in the field of chemical engineering. Hopefully, it will be used as a general education goal for the top-level education. Second, we hope that the vision will be used to develop customized vision, customized educational purpose, and educational goals that reflect the characteristics of region, departments, graduates, and educational needs in the field of chemical engineering. Finally, we hope that these results will be the starting point to discuss the educational vision in the department of chemical engineering.

일반논문 : 청소년 경제교육의 목표설정 및 청소년 경제교육 개선방안에 대한 고찰

김준태 ( Jun Tae Kim ) 인하대학교 교육연구소 2014 교육문화연구 Vol.20 No.4

본 연구의 목적은 현행 청소년 경제교육에서의 경제교육 목표 설정상의 문제점에 청소년 경제교육 부진의 한 원인이 있다고 보고, 청소년 경제교육 목표의 재설정을 통한 청소년 경제교육 개선방안에 대해 고찰하고자 하는 것이다. 경제교육의 실천적 성격과 실제활용성이라는 특징은, 청소년 경제교육 목표의 재설정을 통해 첫째, 실용 및 실천적 성격을 가지는 경제교육의 교육적합성 추구측면 및 청소년 학습수준에의 적합성 측면과 둘째, 경제생활 영위에서의 경제적 의사결정에 대한 실질적 기여의 측면이라는 핵심적인 두가지 경제교육의 개선방향을 제시한다. 청소년 경제교육 목표의 재설정은 이제까지 분리되어 독립적 목표로 삼았던 경제교육 목표들을 통합적으로 포괄하고, 이를 순차성이라는 하나의 틀 속에서 포섭하여 각각의 기능을 부여하며 이의 실현을 위해 논리적인 실행방안을 산출하게 된다. 즉, 청소년 경제교육의 목표를, 경제원리 및 지식 이해, 경제문제에 대한 합리적 의사결정능력 배양, 건전한 경제적 시민정신 배양의 세 가지 측면에서 접근하여 이들이 개별적으로 분획되어 상호연관 관계가 없는 하위목표가 아니라, 세 가지 교육단계 및 순서로서의 과정이라는 전제위에 청소년 경제교육 목표의 재설정을 시도한다. 청소년 경제교육은 성년기에 직면하게 될 복잡한 경제 환경을 효과적으로 통제하고 최적의 의사결정을 할 수 있게 갖추어 주어야 할 교육상의 책무가 있는 바, 본 연구는 재설정된 청소년 경제교육 목표를 기반으로 하여 구체적인 청소년 경제교육 개선방안으로서 경제적 의사결정 역할학습, 의사결정중심 경제교육과 청소년 경제교육 핵심개념의 정립을 분석하여 체계적으로 제시한다. The objective of this paper is to propose the re-establishment and importance of setting appropriate goals of youth economic and financial literacy education in providing a key foundation for effective decision-making based learning as a tool enabling strategic quality improvement. Much of the research in this area has focused on an independent single goal of economic and financial literacy education within a particular domain and relations between goals across domains remain largely unexplored, resulting in a lack of information on how these goals develop in tandem and affect each other. Goals play an important role in cognitive, affective, social, and behavioral learning in youth economic and financial literacy education. Despite the importance of the distinction between goals, it was not clear how these goals influence each other. To our knowledge, this study is the first to examine the relationships and dynamic interplay among goals of youth economic and financial literacy education. Economic and financial literacy education is important because individuals and society are more likely to make better choices when costs and benefits of those choices can be identified and compared. Furthermore, economic and financial literacy has become a core skill for youth growing up in a capitalist society with complex economic and financial systems. Thus, increasing economic and financial literacy levels to improve financial well-being is of global concern, and governments around the world have started to recognize that economic and financial literacy is a critical life skill and have launched economic and financial literacy education initiatives to help youth acquire this skill. This paper offers a new conceptual framework of goals for the development of economic and financial literacy concerned with enabling students to develop knowledge, skills, attitudes and dispositions that would enable them to make informed, prudent and ethical decisions regarding financial matters. In this regard, this paper proposes and classifies the definitions of economic literacy into three categories: (1) Knowledge of economic and financial concepts (2) Skill in making appropriate economic and financial decisions (3) Economic citizenship, the role in which one`s economic standing and decisions influence his or her rights as a citizen. This study demonstrates that economic and financial literacy training at an early in life creates a foundation for future economic behavior and well-being. This paper also examines that individuals endowed by adequate economic knowledge may better cope with economic decision making, which might contribute substantially to significant reduction of sub-optimal behavior. The conceptual framework proposed in this study extend current theoretical perspectives on the goals of youth economic and financial literacy education.

고등학교 한국지리 교육목적과 목표에 대한 반성적 고찰

강창숙 한국지리환경교육학회 2024 한국지리환경교육학회지 Vol.32 No.1

본 연구에서는 교수요목기부터 현행 2015 개정 교육과정까지 고등학교 한국지리 국가교육과정에서 제시된 교육목적과목표에서 나타나는 현상을 반성적으로 고찰하였다. 연구 결과를 정리하면 다음과 같다. 먼저, 2차 시기부터 제시된 한국지리 교육목표는 ‘국토지리’ 시기와 ‘한국지리’ 시기로 구분되었으며, 교육목적을 명시적으로 구성하지 못한 것이 한계점으로 나타났다. 둘째, 7차 시기부터 제시된 총괄목표와 2007 개정 교육과정부터 언급된 목적을, 기초지식과 능력, 국토인식, 자질함양과 인간 형성의관점에서 분석하고, 이를 바탕으로 교육목적을 시론적으로 구성했다. 마지막으로, 2차 시기부터 제시된 목표 및 세부목표를, 지식・이해, 과정・기능, 가치・태도 영역별로 분석하고, 이를 바탕으로 교육목표를 시론적으로 구성했다. 앞으로 지리과 교육과정 구성에서는 교과의 교육목적과 목표의 명시적이고 유의미한 구성을 우선하는 인식 전환과 반성적 실천이 필요하다. The purpose of this study is to reflect on the phenomena that appear in the change of educational aim and goals presented in the high school Korean geography national curriculum, from the period of syllabus to the 2015 revised curriculum. The results of study are summarized as follows: First, the Korean geography education goals presented from the 2 nd curriculum period were divided into the ‘Korean National Geography’ period and the ‘Korean Geography’ period. The limitation that the educational aim was not explicitly presented. Second, the comprehensive goals presented from the 7 th curriculum and the aim mentioned from the 2007 revised curriculum were analyzed from the perspective of basic knowledge and abilities, perception of the national territory, and ideal human image. Based on this, the educational aim was constructed experimentally. Lastly, the goals and sub-goals presented from the 2 nd period were analyzed in the perspectives of knowledge-understanding, process-skill, and value-attitude. Based on this, educational goals were constructed experimentally. In the future, revision of the geography curriculum requires a change in perception and reflective practice that prioritizes explicit and meaningful composition of the subject’s educational aim and goals.

중학교 국어 교과서 학습목표 분석 - 신 교육목표분류학을 적용하여 -

곽하늘 ( Kwak¸ Ha-neul ),박기범 ( Park¸ Ki-beom ) 청람어문교육학회 2021 청람어문교육 Vol.- No.82

이 글은 2015 개정 국어과 교육과정에 따라 개발·보급된 중학교 국어 교과서의 학습목표를 ‘신(新) 교육목표분류학’을 적용하여 분석함으로써 교과서의 학습목표가 적절하게 구현되어 있는지를 검토해 보고 개선 방향을 제안하는 것을 목적으로 한다. 이를 위해 총 9종의 현행 중학교 국어 교과서 중에서 현재 학교에서 가장 많이 사용되고 있는 2종의 교과서를 선정하여 학습목표를 분석하였다. 이를 통해 학습목표 설정의 구체화 수준이 검정 교과서마다 큰 차이를 보이고, 현행 중학교 국어 교과서의 학년별 학습목표의 타당도와 위계가 미흡하다는 것을 확인하였다. 또한 현행 중학교 국어 교과서의 국어과 하위 영역별 학습목표가 특정 영역에 치우쳐 있으며, 동일 영역 내에서도 학습목표가 다루는 지식 및 인지과정이 다양성과 균형성을 갖추지 못했다는 것도 확인하였다. 이러한 결과를 바탕으로 이 글은 향후 교과서 학습목표 개발과 설정 과정에서 유의해야 할 개선 방향을 제안하였다. 이 글은 앞으로 다시 개정되는 교육과정에 따라 새로운 교과서를 개발할 때 학습목표의 설정 과정에 중요한 시사점을 제공할 것이며, 교과서 학습목표의 적절성 평가에도 참고가 될 것으로 기대된다. This paper examines whether the learning goals of the textbooks are properly implemented and suggests improvement directions by analyzing the learning goals of middle school Korean textbooks developed according to the 2015 revision of the Korean language curriculum by applying ‘new taxonomy of educational goals’. For this purpose, the two types of textbooks currently used most in schools were selected and the learning goals were analyzed. As a result of the analysis, it was found that the level of specificity of setting learning goals differs greatly for each textbook, and the validity and hierarchy of the learning goals for each grade level of the current middle school Korean textbooks are insufficient. It was also found that the learning goals for each sub-area of the Korean language department in the current middle school Korean textbooks were biased toward a specific area, and the knowledge and cognitive processes covered by the learning goals did not have diversity and balance even within the same area. This paper will provide important implications for the process of setting learning goals when developing new textbooks according to the revised curriculum, and is expected to be a reference for evaluating the adequacy of textbook learning goals.

NCS 기반 과정평자가형 교육이 학습만족도와 취업자신감에 미치는 영향에 관한 연구: 직업학교 교육생을 중심으로

김성대,김하균 사단법인 한국융합기술연구학회 2023 아시아태평양융합연구교류논문지 Vol.9 No.8

National technical qualifications are indicators of individual job capabilities based on the knowledge, skills, and attitudes required in industrial settings, and play a role in inducing individual competency development. The purpose of this study is to analyze the effects of NCS-based course evaluation-type education on learning satisfaction and job confidence. The factors that determine learning satisfaction were classified into educational goals, educational contents, teaching-learning process, and educational evaluation. In order to achieve the purpose of the study, trainees were surveyed taking NCS-based course evaluation-type education. SPSS 23.0, a statistical package, was used for basic statistical analysis of the questionnaire, and Smart PLS 4.0, a structural equation package, was used for hypothesis test. The results of the study are summarized as follows. First, Educational goals had a significant effect on learning satisfaction. Second, Educational contents had a significant effect on learning satisfaction. Third, Teaching-learning process had a significant effect on learning satisfaction. Fourth, Educational evaluation had a significant effect on learning satisfaction. Fifth, Learning satisfaction had a significant effect on job confidence. Through this study, educational institutions that provide NCS-based course evaluation-type education should improve the teaching-learning process based on educational goals and educational contents, conduct reliable evaluation of educational outcomes, and ultimately improve learning satisfaction and job confidence. 국가기술자격은 산업현장에서 요구하는 지식과 기술, 태도를 바탕으로 개인의 직무능력을 나타내는 지표로서, 개인의 능력개발을 유도하는 역할을 수행한다. 본 연구는 NCS 기반 과정평가형 교육이 학습만족도와 취업자신감에 미치는 영향을 분석하는 것을 목적으로 한다. 학습만족도를 결정하는 요인으로 교육목표, 교육내용, 교수-학습과정, 교육평가로 구분하였다. 연구목적을 달성하기 위해 NCS 기반 과정평가형 교육을 수강하는 교육생들 대상으로 설문조사를 실시하였다. 설문지의 기본통계분석을 위해 통계패키지인 SPSS 23.0을 사용하였고, 가설의 검정을 위해 구조방정식 패키지 SmartPLS 4.0을 사용하였다. 연구의 결과를 요약하면 다음과 같다. 첫째 교육목표는 학습만족도에 유의한 영향을 미쳤다. 둘째, 교육내용은 학습만족도에 유의한 영향을 미쳤다. 셋째, 교수-학습과정은 학습만족도에 유의한 영향을 미쳤다. 넷째, 교육평가는 학습만족도에 유의한 영향을 미쳤다. 다섯째, 학습만족도는 취업자신감에 유의한 영향을 미쳤다. 본 연구를 통하여 NCS 기반 과정평가형 교육을 실시하는 교육기관은 교육목표와 교육내용을 기초로 교수-학습과정을 개선하고, 신뢰할 수 있는 교육성과평가를 하여, 궁극적으로 학습만족도와 취업자신감을 제고하여야 할 것이다.