교육과정 실행 요인 관점에서 고찰한 한국어(KSL) 교육과정의 개선 방향 연구 A study on the direction of improvements of the KSL curriculum from the perspective of curriculum implementation factors.
- 언어KOR
- URLhttp://db.koreascholar.com/Article/Detail/400197
- DOIhttps://doi.org/10.15334/FLE.2020.27.3.121
pp.121-141
This study explored in what directions the 2017 KSL curriculum should
be improved in order to be properly implemented in the field. To this
end, it was analyzed according to the implementation factors, direction
of action, validity, clarity, and feasibility factors, and the following
improvement measures were derived: (1) From the action direction
factor, it should be designed as a framework in which teachers can
reconstruct the curriculum from the perspective of mutual adaptation.
(2) In terms of validity, the contents of teaching and learning and
language materials should be organized according to achievement
standards. In addition, it is suggested that the 2017 KSL curriculum
could be organized so that it can be cross-referenced with the
achievement standards of this curriculum by establishing the
relationship between upper or other curriculum. (3) In terms of clarity,
the contents of culture and academic language proficiency must be
presented in detail. In addition, it is required to specify the details of
teaching and learning methods by each school level and Korean level.
(4) In terms of feasibility factors, it is suggested to present an
effective teaching and learning methods of this curriculum operated as
a grade-free system, and to provide a curriculum manual.
II. 이론적 배경 및 선행 연구
1. 교육과정 실행의 의미
2. 교육과정 실천 방향성
3. ‘교육과정 자체’의 세부 실행 요인
III. 연구 방법
1. 분석 대상
2. 분석 틀
Ⅳ. 분석 결과 및 논의
1. 실천 방향성
2. 내용의 타당성
3. 명료성
4. 실현 가능성
Ⅴ. 결론
참고문헌