최근 내러티브를 활용하여 교육과정을 설계하는 방안에 대하여 활발한 논의가 이루어지고 있다. 내러티브 교육과정 설계는 내러티브라는 인간의 인식론적 도구를 바탕으로 교육과정의 목표, 내용, 교수, 평가의 일련의 과정을 정렬하는 과정이다. 본 연구는 내러티브 교육과정 설계를 위한 한 단원의 설계안을 제시함으로써 교육현장에서 내러티브 교육과정을 쉽게 설계하여 교사와 학생들의 배움을 촉진시키는데 목적이 있다. 본 연구의 목적을 달성하기 위하여 2장에서는 내러티브 교육과정의 이론적 측면을 다루었으며, 3장에서는 내러티브 교육과정 설계의 방향과 원리를 제시하였다. 4장에서는 Lauritzen과 Jaeger의 내러티브 설계모형을 적용하였으며 마지막에는 설계안을 시각화 하는 템플릿을 제시하였다. 내러티브 교육과정이 현장에서 내러티브의 교육목표 달성을 위한 교수-학습과정의 하나의 안으로 활용하는 것은 현재의 지식전달중심의 교육과정을 개선할 수 있을 것으로 기대한다.

The purpose of this study is to explore the direction of design for narrative curriculum. In this study, I designed the curriculum using narrative, a subject of current active research. Narrative curriculum refers to the structure in which students' education opportunity can be organized constructively and analytically utilizing narrative, so that their knowledge and experience can be continually reconstructed. Narrative itself means a curriculum. In the study, the five-stage design template of Lauritzen and Jaeger(1997) model that includes the context, inquires, goals filter, explorations and culminations was applied to designing practical education. In chapter 4, the case of designing the theme of 'diverse culture, happy world' that deals with overcoming prejudices on different cultures in the moral course for elementary 6th grade students was discussed. In specific, the educational content of the designed template include the process of solve problems, The critically, creatively, use technology, communicate, quantify, direct own learning, and cooperate. In applications on individual and social aspects, ability to deliberate on public issues, to interpret human experience; to understand diversity, health habits, Science/Math relationships, humanities. Implementing narrative curriculum based on practical educational view in a country with nation-oriented curriculum development system such as Korea, requires mutual adaptation perspectives for each sides. As such, the role of teachers is a subjective practitioner with the ability of reconstructing curriculum. Finally, the effect from narrative curriculum based on the social practices can be analyzed from the measurement of output, evaluation of curriculum through evaluating process, investigation of students' level of interest on study, and observation on scenes from classes. Education in perspective of practices is an initiation process of practices for the better quality of life, in which individuals can form totality of their lives while studying the tradition. Thus, narrative curriculum is will help professor-learner develop narrative capability.

• 오승민(화양초등학교) | Seung-Min, Oh