통합교육과정의 이론적 고찰

Abstract

본 연구는 통합교육과정의 특질을 고찰하여 그 이론을 보다 체계화하고자 함이 목적이다. 이에 따른 연구영역은 통합교육과정에 있어서 통합의 성격, 교육목표, 내용의 선정 및 조직, 교수방법, 평가이며, 통합교육과정에 관련된 문헌을 기초로 연구하였다. 연구결과는 다음과 같다. 1. 통합교육과정의 통합의 성격은, 경험중심교육과정의 경험의 통합과 학문중심교육과정의 논리적 통합이란 성격을 모두 포함하고 있다. 2. 통합교육과정의 교육목표는 인격의 통합이다. 이는 학문중심교육과정의 교육목표인 지성의 개발을 보완하는 포괄적 의미인 동시에 경험중심교육과정의 교육목표와 서로 상통하고 있다. 3. 통합교육과정의 교육내용은, 학문의 발전에 따른 내용과, 전인적 발달을 위한 내용, 복잡 다양해진 사회에서 발생하는 실제 문제사태이다. 통합교육과정의 내용조직은 학생들이 개념을 잘 파악하도록 이미 구조적으로 조직된 구조적 측면과 학생들이 스스로 조직을 해 나가도록 통합적 경험을 장려하는 기능적 측면으로 분류된다. 4. 통합교육과정의 고수방법은 귀납적 계열과 연역적 계열, 학습자 중심형태와 교사중심형 태의 상호조합인 4가지 교수방법-귀납적계열의 학습자 중심형태, 귀납적 계열의 교사중심형태, 연역적 계열의 학습자 중심형태, 연역적 계열의 교사중심형태-모두를 교육목표와 내용에 적절하도록 융통성있게 사용함이 가능하다. 5. 통합교육과정의 평가방법은 상대비교평가 보다는 목표지향평가를, 총괄평가보다는 형성 평가를 사용하는 것이 권장된다. 또 평가내용인 전인적 발달을 위하여 종합적인 평가가 행해져야 한다.;The purpose of this study was to investigate the characteristics of Integrated Curriculum through a systematic review of theories concerning Integrated Curriculum. Analyses were mainly concerned with the area of; the nature of integration in Integrated Curriculum, educational objective, selection and organization of content, teaching method, and evaluation. The results of the study were as follows; 1. The nature of integration in experience-centered curriculum was the methodological aspect to integrate the experiences. And the characteristics of integration in discipline-centered curriculum have the logical aspect to explore the structure of knowledge or to find the relations of disciplines. The property of integration in Integrated Curriculum included the nature of integration in experience-centered curriculum and in discipline-centered curriculum. 2. Major educational objective of Integrated Curriculum were to integrate th e personality. It has been generally accepted that student, society and discipline are influential factors in establishing educational objective, and the domains that composed of educational objective were cogniture domain, affective domain and psychomotor domain. Integrated Curriculum was valuable as it accomodate educational relevance and value of whole person. 3. The contents of integrated curriculum contained cognitive, affective and psycho-motor aspect to develop a whole person. And to solve the social problem, it included real problematic social situation. There were two different organizational patterns in Integrated Curriculum. One was the logical organization for student to understand the structure of knowledge and there relations of disciplines, the other, functional one to en-courage the integrating experiences. Logical aspect indicated the epistemologica1 position reflecting the characteristics of logical aspect of discipline-centered curriculum. The functional aspect emphasized the psychological and social position, reflecting the nature of methodological aspect in experience-centered curriculum. 4. There were no a particular teaching method in Integrated Curriculum. Sequence of teaching employed inductive and deductive sequencial techniques. Teaching too two forms; student-centered, and teacher-centered. The combination of teaching sequence and form were inductive-student centered, inductive-teacher centered, deductive-student centered, deductive-teacher centered types. In Integrated Curriculum, teacher can use these types in relation to objectives of a given class, and contents of courses with flexibility. 5. Criterion-referenced evaluation was highly recommended to be used in evaluation of Integrated Curriculum rather norm referenced evaluation. And formative evaluation was also more useful in Integrated Curriculum over summative evaluation. The most important learning outcomes to evaluate in integrated curriculum is the whole person.