2009년 개정 교육과정과 역사교육, 그리고 이후의 변화 (The Revised Curriculum in 2009 and the Change in 2011 of History Education)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 47호 / 3 ~ 22페이지
· 저자명 : 이문기, 남한호

초록

Revised Curriculum in 2009 presents diversity as the major revision logic. That is, the bases of revision are that existing curriculum regulates that students from 1st grade of elementary school to 1st grade of high school should learn the 10 basic subjects uniformly for 10 years until 2007 curriculum and organization of school curriculum and autonomy of operation are limited due to the regulation that 10 grades course should be operated in high schools of all departments.
However, the diversity of curriculum may standardized or diversified according to how curriculum is prescribed rather than caused by the regulation itself of national curriculum.
For the education of Korea, the cause of standardization can be generally found in two aspects, excessive control of national management and entrance examination culture rather than the standardized culture according to the regulation as curriculum is under the management of the nation.
For example, whereas officially approved history textbooks are used in middle and high schools, one kind of history textbook is used in elementary schools and usually, elementary school students learn the same contents at the same time but operation of curriculum is much more diverse compared to middle or high schools.
After all, to diversify curriculum, decision-making sources should be decentralized and not only curriculum and textbook developers should be diversified but will and ability of teachers to apply curriculum openly and legal mechanism is necessary.
Decentralization of decision-making sources and diversification of curriculum and textbook developers should be dealt with in the area of ​​institutional improvement but active role of teachers is needed in openly applying curriculum to the education field.

영어초록

Revised Curriculum in 2009 presents diversity as the major revision logic. That is, the bases of revision are that existing curriculum regulates that students from 1st grade of elementary school to 1st grade of high school should learn the 10 basic subjects uniformly for 10 years until 2007 curriculum and organization of school curriculum and autonomy of operation are limited due to the regulation that 10 grades course should be operated in high schools of all departments.
However, the diversity of curriculum may standardized or diversified according to how curriculum is prescribed rather than caused by the regulation itself of national curriculum.
For the education of Korea, the cause of standardization can be generally found in two aspects, excessive control of national management and entrance examination culture rather than the standardized culture according to the regulation as curriculum is under the management of the nation.
For example, whereas officially approved history textbooks are used in middle and high schools, one kind of history textbook is used in elementary schools and usually, elementary school students learn the same contents at the same time but operation of curriculum is much more diverse compared to middle or high schools.
After all, to diversify curriculum, decision-making sources should be decentralized and not only curriculum and textbook developers should be diversified but will and ability of teachers to apply curriculum openly and legal mechanism is necessary.
Decentralization of decision-making sources and diversification of curriculum and textbook developers should be dealt with in the area of ​​institutional improvement but active role of teachers is needed in openly applying curriculum to the education field.

참고자료

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