中學校 統合社會科 運營의 實態와 展望

Abstract

1973年의 舊 敎育課程 實施 以後, 우리 社會는 유례없는 高度成長을 바탕으로 하여 社會의 모든 면에서 大轉換이 이루어졌다. 이러한 轉換에 따른 諸 變化에 對應하는 精神的 姿勢確立과 격변하는 國際情勢 및 우리의 現實을 감안한 國家觀 確立을 위하여, 보다 새로운 立場에서의 國民 精神 敎育의 體系化가 必要하였고, 中學 義務 敎育時期가 매우 가깝게 다가옴으로써 敎育課程 內容의 조정 내지 再配置가 必要하게 되었다. 그리고 社會科 內에서도 1963年 敎育課程 以後 持續되어온 地理, 歷史, 一般社會 分野가 學年別로 배열된 不完全한 統合 형식을 어떻게 해서라도 타파하여 綜合敎科로서의 社會科의 性格을 分明히 하면서 敎育內容의 效率化를 기하려는 社會科 敎育內容의 革新的인 再構成이 必要하게 되었다. 本 硏究에서는 上記한 바, 社會科 統合의 必要成에 따라, 社會科의 統合에 關聯된 先行硏究 結果를 檢討해 봄으로써, 社會科 統合의 正當性 및 必要性을 確認하고, 文敎部가 告示한 四次의 敎育課程 分析을 통해, 韓國 中學校 社會科 敎育課程 統合의 實態를 파악함으로써 統合 敎育課程의 實踐-授業實態를 分析, 社會科의 本質·理想에 接近할 수 있는 統合된 授業방안을 제시하는데 그 目的이 있다. 이에 대한 結果와 考察內容은 다음과 같다. 1. 올바른 社會認識을 通하여 바람직한 國民的 資質의 함양이 社會科 本來의 目標라고 할때, 우리나라의 中等 社會科는 本來의 構造 및 特性에서 이탈하여 分科的 解體過程을 걸어왔다. 2. 現行 中學校 敎育課程 內容의 統合的인 性格을 그 範圍와 系列, 그리고 統合的 觀點에서 分析하면, 中學校 社會科 指導內容은 그 範圍面에서 볼 때, 統合的 接近에 따른 內容選定을 하지 않았고, 從來의 分離的 接近法을 따르고 있다. 또한 系列性을 볼 때 理論的 根據가 부족하고 特히 學生들의 關心 및 經驗의 擴大와 知的 發達水準에 비추어 볼 때 그 正當性을 찾기가 힘들다. 3. 社會科의 統合은 理論的 차원 혹은 법령적(문교부 제정 교육 과정)차원에서 보다도 實際 授業차원에서 먼저 그 方法과 方向이 모색되어야 한다고 하겠다. 그리고 學習者들이 統合된 社會生活 經驗에 토대를 둔 授業이 준비될 수 있다면 그것이 곧 統合指導로 發展될 수 있으리라 본다.;With the advent of ever-accelerating rate of change in all works of life, the rapidly changing political environment within and without the country, and especially the successful implementation of the industrialization in the 1970s, the changing times compel us to set up a new value system and ethics on which we can judge rationally and behaviour properly. Moreover, the necessity of establishing the definite spiritual attitude toward the country and the all-out implementation of the compulsory education system in middle school in the nearest future require us to reexamine the current education system and curriculum for the students to keep up with the changing societics. In this connection, the government revised the educational curriculum in 1973 in harmony with the rapidly changing times, and thus the social-science education was also revised with the foremost priority on integrating the sub-divided subjects, such as geography, history, politics, and economics into one single unit. The new synthtic, multic-dimensional approach toward the socialscience education has been intended to maximize the efficiecy of the social science education and clarify the characteristics of the subject itself, ultimately leading to serve the purpose of the subject. The integration of subdivided subjects led us to develop a new class-model which can be put into ase in class. To this end, Firstly, I made a survey of the previous researches based on the synthetic approach toward the social-science education, and then I examined the usefulenss of the synthetic approach, rather than sub-dividing the subjects. Second, I investigated the Korean education curriculum which have been revised four times, and tried to find the better one. Thirdly, I explored the present situation of the social-science education in Korea, with special attention on the possibilities of developing the new class model. The results of my research are as follows: 1. Contrary to the proper functions and structures of the social-science education, it has been segmented into too tiny sub-areas that it could not meet the righteous role of enhancing the student's value system and moral ethics, the social-science education is said to have been in an incessant process of specializing the each area, resulting in the failure of the student's understanding the subjects in depth. 2. When we look closely into the education curriculum in the middle school from the viewpoint of synthetic approach, most of the textbooks fail provide the students with the ability to analyze the social situation from the broad perspective, therefore they can not judge rationally and behave properly. In this respect, the approach based on the sub-divided subjects is not expected to contain the materials consistent with its other relevant subjects I think that social-science education should properly conducted in relation to other relevant subjects. 3. We must reexamine the subject with a prospective that the social-science education must be carried out practically in class based on the experience the students experience in society, rather than stipulating the necessity of integrating the subjects on the laws or emphasizing the too difficult theoretical basis.