사회과 교사가 지각한 학교풍토의 개방성이 통합사회 교육과정 실행에 미치는 영향 -교사효능감의 매개효과를 중심으로-

윤민희 ( Yoon Min-hee ) 한국사회과교육학회 2020 시민교육연구 Vol.52 No.1

본 연구의 목적은 2015 개정 교육과정의 신설 과목인 통합사회의 교육과정 실행에 미치는 사회과 교사의 효능감과 학교풍토 개방성의 영향을 분석하는 것이다. 이를 위하여 수도권 지역(서울, 경기, 인천)에서 현재 통합사회를 담당하고 있거나 담당한 적이 있는 사회과 교사206명을 연구 대상으로 선정하였으며 온라인 설문 조사를 통해 응답 내용을 수집하였다. 구조방정식 모형(Structural Equation Modeling: SEM)을 통해 ‘학교풍토의 개방성’, ‘교사효능감’, ‘통합사회 교육과정 실행’ 간의 관계를 분석하고 매개효과를 검증하였으며 STATA 15.1 프로그램을 사용하였다. 주요 연구 결과는 다음과 같다. 첫째, 사회과 교사가 지각한 학교풍토의 개방성은 통합사회 교육과정 실행에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 사회과교사가 지각한 학교풍토의 개방성은 교사효능감에 긍정적인 영향을 미치는 것으로 나타났다. 셋째, 교사효능감은 통합사회 교육과정 실행에 긍정적인 영향을 미치는 것으로 나타났다. 넷째, 사회과 교사가 지각한 학교풍토의 개방성은 교사효능감을 매개로 통합사회 교육과정 실행에 긍정적인 영향을 미치는 것으로 나타났다. 본 연구의 결과는 단위 학교 차원의 학교풍토의 개방성 수준과 더불어 교사 개인 차원의 교사효능감을 높이기 위한 노력이 함께 이루어질 때 성공적인 통합사회 교육과정 실행을 촉진할 수 있다는 것을 시사한다. Through Structural Equation Modeling (SEM), this study analyzed correlations among openness of a school’s climate, teacher efficacy, and the implementation of the “integrated social studies” curriculum, and verified the mediating effect of teacher efficacy, while utilizing the STATA 15.1 program. The participants of the study were 206 teachers who used to be or are currently in charge of “integrated social studies” in schools in central-suburban areas including Seoul, Gyeonggi province, and Incheon City; their responses were collected via online surveys. These are the major findings. First, the results showed that the openness of a school’s climate perceived by social studies teachers gives a positive influence on teacher efficacy (Standardized Coefficients=.354, p<.01). Second, it is shown that the openness of a school’s climate perceived by social studies teachers gives a positive influence on the implementation of an “integrated social studies” curriculum (Standardized Coefficients=.223, p<.05). Third, the results showed that teacher efficacy gives a positive impact on the implementation of “integrated social studies” curriculum (Standardized Coefficient=.258, p<.01). Fourth, it is shown that openness of a school’s climate gives a positive influence on the implementation of “integrated social studies” with teacher efficacy as a mediator (standardized coefficient=.091, p<.05). Thus, it is necessary to exert our efforts to lift both openness of a school’s climate in the institutional level and teacher efficacy in the individual level.

통합사회 과목의 윤리·지리적 관점에 기반한 예화 구조 연구

방민권 ( Min Kwon Bang ),최재영 ( Jae Yung Choi ) 한국지리환경교육학회 2018 한국지리환경교육학회지 Vol.26 No.2

본 연구의 목적은 통합사회 과목의 윤리적 관점을 분석하고, 균형 잡힌 윤리적 관점을 위한 대안을 지리적 관점과의 결합을 통해 모색해 보는 것에 있다. 윤리적 관점은 크게 의무론적 관점과 목적론적 관점으로 나누어 볼 수 있는데, 통합사회 과목의 윤리적 관점은 목적론적 관점이 강조된 목적론적 편향을 보이고 있다. 이에 본 연구는 지리적 관점, 특히 사적 지리 개념에 기반하여 심리적 거리 예화 구조와 인지 부조화 예화 구조를 설계하였고, 인지 부조화 예화 구조는 사적 지리의 스케일에 따라 의무론 모델과 목적론 모델로 구분하였다. 그리고 이 두 예화 구조를 통합사회 교과서에 제시된 예화에 실제로 적용해 보았다. The purpose of this study is to analyze the ethical perspective of Integrated Social Studies subject and to explore alternatives for a balanced ethical perspective by combining it with geographical perspective. The ethical perspective can be divided into the deontological perspective and the teleological perspective. The ethical perspective of Integrated Social Studies subject shows a teleological bias emphasizing the teleological perspective. Therefore, this study designed psychological distance example structure based on geographical perspective, especially the concept of private geography, and the cognitive dissonant example structure. The cognitive dissonance example structure is divided into the deontology model and the teleological model according to the scale of private geography. And we applied these two example structures to the examples presented in a Integrated Social Studies textbook.

교육과정 실행의 관점에서 본 2022 개정 초등사회과 교육과정의 주요 특징과 논쟁점

나경훈,이동원 한국사회교과교육학회 2023 사회과교육연구 Vol.30 No.2

The purpose of this study is to examine major changes in the 2022 revised elementary social studies curriculum from the perspective of curriculum implementation and to review emerging issues and tasks in advance. For the study, based on the comparison with the 2015 revised elementary social studies curriculum, the overall changes of the 2022 revised elementary social studies curriculum and characteristics of each area were analyzed. The overall pattern of change is as follows. First, the content system table was selected and organized to reveal the framework of each area. Second, in order to optimize the amounts of learning, the number of achievement standards was made a drastic reduction, and the method of statement was summarized. Third, the flexible environment expansion method was applied away from the mechanical content arrangement according to the administrative district. Fourth, the integration method between areas within the social studies was reduced, and the level was weakened. Next, characteristics of change in three areas in social studies are as follows. First, in the geographical area, the change in content arrangement was the most common due to the application of the flexible environment expansion method, and efforts were made to strengthen geographical functions. Second, in the general social studies area, there were fewer patterns of change than in other areas, and some achievement standards were newly established to emphasize democratic citizenship literacy by reflecting social changes. Third, in the history area, the most changes were made in the revision of the curriculum. In the 3rd and 4th grades, achievement standards centered on the concept of history were newly established to explore history, and in the 5th and 6th grades, achievement standards were changed to focus on life history in the chronological structure. Based on the results of this analysis, the main controversial points that may appear when the 2022 revised elementary social studies curriculum are applied to the actual field were summarized into three categories.

프랑스의 학교 시민교육에 관한 연구 -한국의 학교 시민교육에 시사하는 바를 중심으로-

송용구 ( Yong Goo Song ) 한국사회과교육학회 2010 시민교육연구 Vol.42 No.2

The purpose of this article is to acquire suggestions from French educational system and basic social condition for practicing the social studies in Korea, especially by analyzing the object of the current subject Education Civique(Civic education) and the principle of organizing contents of the Education Civique. French society basically have an intention of equalitarianism. Almost all of french believe that educating children is the public service of state. Actually in French, people can go to school without compensation from the kindergarten to the university. And this French public education have the object of educating critical citizen who can watch the situation of human rights in the state. French educative administration system is centralized as that of Korea, but in the aspect of teacher`s autonomy when they teach and of freedom when they choose textbook and use textbook, there are outstanding differences.In the aspect of the french structure of subjects related to the citizenship education, it is simpler than that of Korea. And In the aspects of the principle of the organizing the content, in France social science is not so much treasured as in Korea. In french citizenship education, social problems and laws that are related to social justice and human rights are taken seriously. In france, as a method of educating citizenship, they made much of case study rather than scientific investigation. In this case study they search the way of problem-solving adapting law to problem and considering the value that the law include. In france, they make different textbook for the High school of professional department from the textbook for he High school of general department. That makes for students of professional department to have the actual chance to be educated as a effective citizen. Besides, among french subjects related to citizenship education, the content of the subject「Science Economique Sociale」which is learned in High school of general department is a kind of an integrated social science. The content of this subject contains politics economics sociology and law, and they are integrated by the logic of educating citizenship. This subject would suggests many things to the Korean citizenship education which has very complex subject structure. This way of constructing contents and teaching methods in citizenship education can be said to reflect consistently the republicanism of France.

2015 개정 초등 사회과 교육과정 시안의 기본 방향과 주요 특징 및 변화 양상

은지용(Eun, Ji-Yong),이간용(Lee, Khan-Yong),최병택(Choi, Byung-Taek),한춘희(Han, Choon-Hee) 한국사회과교육연구학회 2015 사회과교육 Vol.54 No.4

본 연구의 목적은 2015 개정 초등 사회과 교육과정 시안 개발에 참여한 연구진의 자전적 관점에서 개정의 기본 방향과 주요 특징 및 변화 양상을 분석하고, 개정 교육과정 적용과 관련된 후속 대책을 제시함으로써 개정 교육과정 적용 교과서 개발 및 향후 교육과정 개정을 위한 시사점을 제공하는 것이다. 이와 같은 연구 목적을 달성하기 위한 연구 내용을 정리하면 다음과 같다. 첫째, 2015 개정 초등 사회과 교육과정 시안의 기본 방향과 주요 특징을 제시하면 다음과 같다. 우선, 내용 체계 및 성취기준 측면에서 환경 확대법의 탄력적 적용 및 주제 중심의 통합적 구성 지향, 학습량 감축 및 내용 중복 해소를 통한 학습 내용의 적정화 추구, 역사 영역의 주제사적 구성 및 비중 강화, 지리 영역의 장소 및 공간적 맥락과 기능, 그리고 인간-환경 간의 관계 이해 강화, 일반사회 영역의 핵심 주제 초점화를 통한 재구조화 시도, 다양한 방식의 영역 간 통합적·유기적 내용 구성 시도, 국가 사회 요구 차원의 영토 및 통일 교육 강화 등을 추구하였다. 그리고 단원별(성취기준 그룹별) 교수·학습 방법 및 평가 측면에서는 학습 요소, 성취기준 해설, 교수·학습 방법 및 유의 사항, 평가 방법 및 유의 사항 등을 제시하였다. 둘째, 2015 개정 초등 사회과 교육과정 시안의 주요 변화 양상을 내용 구성 체제 및 내용 요소 측면에서 제시하면 다음과 같다. 우선, 3∼4학년군의 주요 변화 양상으로 교통 및 통신 수단의 내용 축소 및 생활과의 연관성 강화, 인간 생활과 환경 간의 관계 이해 강조, 지도 활용 능력 제고와 지역 특성에 대한 종합적 접근, 주민 참여 관련 내용의 간략화, 촌락과 도시의 상호의존적 관계 강조, 지역 간 경제적 상호의존성 강조 등을 제시하였다. 그리고 5∼6학년군의 주요 변화 양상으로 국토의 자연환경과 인문환경의 종합적 이해 강조, 인권 존중 노력에 대한 과거와 현재의 유기적 연계, 독창적 문화 발전 측면에서 고려 문화 소개, 민족 문화 발전 측면에서 조선의 문화 조명, 민주주의와 경제 발전 관련 내용의 영역 간 연계성 강화, 민주주의 원리 적용 범위의 순차적 접근, 세계 지리 학습 대상을 위한 공간 단위의 구체화, 독도와 남북 통일 내용의 통합, 지속 가능한 발전 개념의 관점 확장 등을 제시하였다. 셋째, 교육과정 개정에 따른 후속 대책을 제시하면, 학습량 감축에 따른 수업 운영을 위한 준비, 현장 적합성을 갖춘 교과서 구성 방안 마련, 교과서의 역사 인물 소개 방법에 대한 연구, 교육과정의 현장 적용을 위한 교사의 수업 구현 능력 신장 및 관련 지원 체제 마련, 자기 주도적이고 체험 중심적인 다양한 학습 활동이 가능한 교수·학습 환경 설비 마련 등에 대한 정책 지원이 필요하다. The purposes of this study were to analyze the basic directions and main characteristics of revision and the patterns of changes in the draft of the 2015 social studies national curriculum for elementary school from the autobiographical viewpoint of the researchers who participated in the revision, to make suggestions for the application of the revised national curriculum, and ultimately to provide implications for the development of textbooks based on the revised national curriculum and for future revisions of the national curriculum. The contents of research conducted for these purposes are summarized as follows. First, the basic directions and main characteristics of the draft of the 2015 social studies national curriculum for elementary school were as follows. First, in the aspect of content structure and achievement standards, the revised curriculum pursued the flexible application of the expanding environment principle, topic oriented integrated composition, optimization of learning contents through reducing the amount of contents and resolving redundancy of contents, topic based composition and reinforcement of the history domain, the place and spatial contexts and functions of the geography domain, reinforced understanding of the human-environment relationship, restructuring of the general social studies domain through the focalization of key themes, various ways of content integration and organization among domains, and reinforcement of territory and unification education in response to national and social needs. In the aspect of teaching learning and assessment methods by unit (by achievement standard group), the revised curriculum presented elements of learning, explanations about achievement standards, teaching learning methods and what to be noted, assessment methods and what to be noted, etc. Second, in the aspect of content structure and elements, the patterns of main changes in the draft of the 2015 social studies national curriculum for elementary school were as follows. First, major changes in the 3rd/4th grade group were the reduction of contents related to transportation and communication means and reinforcement of relevancy to daily living, emphasis on the understanding of human-environment relationship, enhancement of abilities to use maps, comprehensive approaches to the characteristics of regions, simplification of contents related to resident participation, emphasis on interdependency between rural and urban region, emphasis on economic interdependency among regions, etc. In addition, main changes in the 5th/6th grade group were emphasis on the comprehensive understanding of the natural and cultural environment of the national territory, organic connection of efforts for human rights in the past and present, introduction of culture of the Goryeo Dynasty in consideration of the development of original culture, illumination of the culture of the Joseon Dynasty in the aspect of national culture development, reinforcement of linkage among the domains of contents related to democracy and economic development, sequential approaches to the scope of application of democratic principles, specification of space units for the objects of learning of world geography, integration of contents related to the Dok do Island and the unification of South and North Korea, expansion of the viewpoint of the concept of sustainable development, etc. Third, for the future revision of the national curriculum, policy suggestions were made as follows. It is necessary to prepare class operation in response to the reduced amount of contents, to develop textbooks with field relevance, to make research on the methods of introducing historical figures in the textbooks, to enhance teachers’ ability to implement classes for the field application of the curriculum and establish systems for providing related supports, and to prepare teaching learning environment and facilities for various self directed and experience oriente

우리나라 사회과교육과정의 통합구조 변화에 따른 지리교육의 목표와 내용 변화

박선미(Sunmee Park) 대한지리학회 2016 대한지리학회지 Vol.51 No.6