敎育課程 決定過程의 理論과 實際 : 第6次 敎育課程 改正을 中心으로 = The Theory and Practice of Curriculum Decision-Making Process

다국어 초록 (Multilingual Abstract)

The goal of this study was to analyze the issues concerning the decision-making process, with reference to the 6th revision of the Korean elementary and secondary school curriculum, in order to find the direction of the future curriculum decision-making.
Ⅰ. Theoretical analysis of Curriculum Decision Making Process
1. The main reasons for the absense of the sense of the problem concerning the curriculum decision making process in Korea was analyzed in 4 dimensions : 1) the predominance of R.Tyler's traditional paradigm, 2) the overdependency on the scientific model of curriculum study, 3) the lack of the necessary attention on the political aspect of curriculum planning.
2. The major theoretical issues concerning the importance of the process of curriculum decision-making were discussed in the following 4 aspects :
1) the diversity of the perspectives and paradigms of curriculum studies,
2) the sodiological consideration of the curriculum knowledge,
3) the lack of awareness of the curriculum decision as policy making,
4) the complexity of the variables and factors to be accounted in curriculum making process, especially on national level.
3. The major factors involved in the process of curriculum decision-making process were analyzed and explained with respect to the impacts on the quality of curriculum :
1) the organizational and structural issues of the curriculum decision-making,
2) the nature of the participants in the process of the curriculum research and curriculum decision-making,
3) the nature of the perspective and the paradigm engaged in the curriculum research.
4. the level of curriculum decision-making and the degree of centralization-decentralization are found to be the important factor determining the quality and the nature of the curriculum. the survey on the international trends in the decision making system and the present situation of Korean education seem to give us the sense of direction toward the gradual decentralization.
Ⅱ. The Decision-Making process of the 6th Revision of the Korean Elementary and Secondary School Curriculum
1. The curriculum revision research were carried on in more democratic process including the following :
1) The research was conducted on the basis of other 4 foundational surveys :
(1) analysis of the present status of Korean curriculum,
(2) comparative study on the curriculum structure including 10 countries,
(3) analysis of surveys on the social and national needs in Korea,
(4) analysis of surveys on the students perception and needs and the reactions and demands of the parents.
2) The analysis of surveys and data on Korean elementary and secondary school curriculum.
3) The analysis of opinions gathered through conductiong seminars and conferences including classroon teachers, researchers, administrators, amd school supervisors
2. Curriculum decision making system has changed from a totoal centralization to a more decentralized one : regional institution on city and provincial levels come have a share in curriculum deision making and the school cna have a portion of choice in making the school program.
Ⅲ. The Remaining Issues and Tasks for the curriculum Planning Process
1. There are organizational problems related with curriculum research, consultation and evaluational committee, and decision making process :
1) the lack of the curriculum department on the local level of educational administrational institutions,
2) The lack of accumulative research and surveys on the school curriculum, on national as well as local level,
3) the lack of school accountability system.
2. The importance of the decision making process for subject-matter curriculum planning have not been suficiently recognized.
3. the most difficult problems experienced through the 6th curriculum revision can be summarized as following :
1) socalled "subjectmatter centered egoism" of the professionals and teachers, which make it difficult to reduce the number of credit hours for their respective field or to change the nature of the existing structure of contents of the subjects.
2) complexity and difficulty of coordinating the mutually conflicting opinions, views, suggestions, demands, and perspectives.

목차 (Table of Contents)

• Ⅰ. 序 論
• Ⅱ. 敎育課程 決定過程에 대한 問題意識과 그 理論的 根據들
• Ⅲ. 敎育課程 決定過程의 構成要因과 分權化 問題
• Ⅳ. 第6次 敎育課程의 決定過程
• Ⅴ. 敎育課程 決定過程의 改善을 위한 課題들
• Ⅵ. 結 論