지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2019.2
- 수록면
- 287 - 297 (11page)
- DOI
- 10.13000/JFMSE.2019.2.31.1.287
이용수
초록· 키워드
오류제보하기
The purpose of this research is to define the problems and possibilities of competency curriculum in the base on Curriculum 2015.
Competencies in education are key-words for future society. Since the Education systems in Korea operate in bureaucratic structure, it is not easy to actualize competency- based curriculum. The structural problems of 2015 National Curriculum are also based on the same bureaucratic structure, which leads to misunderstand the application of competency into classes. As a result, restructuring of the curriculum for the competency education should be changed in the systemic organization, and it should be innovative from the early stage of organizing stages. Learning should be organized based on the context of knowledge in the learner’s routines in the horizontal structure. In addition, an alternative class of competency classes will be able to make a higher cognitive domains through conceptual knowledge, meta knowledge, and procedural knowledge rather than factual knowledge which we focus to teach.
Competencies in education are key-words for future society. Since the Education systems in Korea operate in bureaucratic structure, it is not easy to actualize competency- based curriculum. The structural problems of 2015 National Curriculum are also based on the same bureaucratic structure, which leads to misunderstand the application of competency into classes. As a result, restructuring of the curriculum for the competency education should be changed in the systemic organization, and it should be innovative from the early stage of organizing stages. Learning should be organized based on the context of knowledge in the learner’s routines in the horizontal structure. In addition, an alternative class of competency classes will be able to make a higher cognitive domains through conceptual knowledge, meta knowledge, and procedural knowledge rather than factual knowledge which we focus to teach.
목차
Abstract
Ⅰ. 서론
Ⅱ. 역량기반 교육과정의 이해
Ⅲ. 역량기반 교육과정 전환을 위한 조건
Ⅳ. 논의 및 결론
References
참고문헌 (18)
참고문헌 신청
Adler M. / 1982 / The Paideia Proposa:An Educational Menifesto / Macmillan
Adelr M. / 1984 / The Paideia Program: An Educational Syllabus / Macmillan
Anderson L. W. / 2001 / A Taxonomy for Learning, Teaching, and Assessment. A Revision of Bloom’s Taxonomy for Educational Objectives
Gim JC / 2013 / Curriculum / Kyoyookbook
허민 / 2014 / 21세기 핵심역량 신장을 위한 정보교과 중심의 통합 교육과정 전략탐색 / 한국컴퓨터정보학회논문지 19(2):253~261
Adelr M. / 1984 / The Paideia Program: An Educational Syllabus / Macmillan
Anderson L. W. / 2001 / A Taxonomy for Learning, Teaching, and Assessment. A Revision of Bloom’s Taxonomy for Educational Objectives
Gim JC / 2013 / Curriculum / Kyoyookbook
허민 / 2014 / 21세기 핵심역량 신장을 위한 정보교과 중심의 통합 교육과정 전략탐색 / 한국컴퓨터정보학회논문지 19(2):253~261
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UCI(KEPA) : I410-ECN-0101-2019-454-000436938