HOME / ¹®¼¸¶ÄÏ / ³í¹® / »çȸ°úÇкоß
±³À°°úÁ¤°ú ¼ö¾÷ÀÇ°ü°è ¿¬±¸³í¹®ÀÔ´Ï´Ù
Àüü 21 page Áß 1 page±îÁö ¹Ì¸®º¸±â°¡ °¡´ÉÇÕ´Ï´Ù.
¼Ò°³±Û
Á¦¸ñ : ±³À°°úÁ¤ÇÐ ¿¬±¸¿¡ ´ëÇÑ ºñÆÇÀû °íÂû : ±³À°°úÁ¤°ú ¼ö¾÷ÀÇ °ü°è¸¦ Áß½ÉÀ¸·Î
ÀúÀÚ : ¹Ú½Â·Ä
¹ßÇàÇÐȸ : ÇнÀÀÚÁ߽ɱ³°ú±³À°ÇÐȸ [Korean Association For Learner-Centered Curriculum And Instruction]
¹ßÇàÁ¤º¸ : ÇнÀÀÚÁ߽ɱ³°ú±³À°¿¬±¸ Á¦ 7±Ç 2È£ pp.119-139(21 pages)
¹ßÇà³âµµ : 2007
ÀúÀ۽ñâ : 2007³â 1¿ù
¸ñÂ÷
¥°. ¼·Ð
¥±. ±³À°°úÁ¤ÇÐÀÇ ¿¬±¸ ¿µ¿ª
¥². ±³À°°úÁ¤°ú ¼ö¾÷ÀÇ °ü°è
¥³. ºñÆÇÀû °íÂû
¥´. °á·Ð
Âü°í¹®Çå
º»¹®³»¿ë
º» ¿¬±¸ÀÇ ¸ñÀûÀº ±³À°°úÁ¤ÇÐ ¿¬±¸ ¿µ¿ªÀ» °íÂûÇÑ ÈÄ ÀÌ
¸¦ °ËÅäÇÏ¿© ±³À°°úÁ¤°ú ¼ö¾÷ÀÇ ¿¬±¸¿¡ ½Ã»çÁ¡À» Á¦½ÃÇÏ°íÀÚ ÇÏ´Â °ÍÀÌ´Ù. À̸¦ À§ÇØ ¸ÕÀú ±³À°°úÁ¤ Á¤ÀÇÀÇ ´Ù¾ç¼º ¹®Á¦¸¦ Á¦±âÇÏ¿´°í ÀÌ¿¡ µû¸¥ ±³À°°úÁ¤ÇÐ ¿¬±¸ ¿µ¿ª ¼³Á¤ÀÇ ¾î·Á¿òÀ» µå·¯³»¾ú´Ù. ¶ÇÇÑ ±³À°°úÁ¤°ú ¼ö¾÷¿¡ ´ëÇÑ Á¦°üÁ¡À» ¿ª»çÀû ¸Æ¶ôÀ» ÅëÇØ »ìÆ캸¸é¼ ±×¿¡ µû¸¥ Ÿ´ç¼º°ú ÇÑ°èÁ¡À» ³íÀÇÇÏ¿´´Ù. ±³À°°úÁ¤ÇÐ ¿¬±¸´Â ±³À°°úÁ¤À» ¾î¶»°Ô ±ÔÁ¤ÇÏ´À³Ä, ±×¸®°í ¼ö¾÷°úÀÇ °ü°è¸¦ ¾î¶»°Ô ¼³Á¤ÇÏ´À³Ä¿¡ µû¶ó ±× °ü½ÉÀÇ ´ë»óÀÌ ´Þ¶óÁú ¼ö ÀÖ´Ù. ¿¬±¸ÀÇ °á°ú ±³À°°úÁ¤°ú ¼ö¾÷ÀÇ °ü°è¸¦ °³³ä»óÀ¸·Î´Â ºÐ¸®ÇÏ¿© ³íÀÇÇÒ ¼ö ÀÖÁö¸¸ ±³À°ÀÇ ½ÇÁ¦¿¡¼´Â ¹®¼·Î¼ÀÇ °èȹÀ» ±³À° È°µ¿À¸·Î ÀüȯÇÏ´Â ¿¬¼Ó¼±»ó¿¡¼ ÆľÇÇÏ´Â °ÍÀÌ ÇÊ¿äÇÔÀ» ¹àÇû´Ù. ÀÌ·¯ÇÑ °üÁ¡À» ¼ö¿ëÇÒ °æ¿ì ±³À°°úÁ¤ÇÐ ¿¬±¸ ¿µ¿ªÀº ´Ù¾çÇÑ Å½±¸¿µ¿ª È®º¸°¡ °¡´ÉÇÒ °ÍÀÌ¸ç ±³À°°úÁ¤ÇÐÀÇ Á¤Ã¼¼º È®¸³¿¡µµ µµ¿òÀ» ÁÙ ¼ö ÀÖÀ» °ÍÀ̶ó°í »ý°¢µÈ´Ù.
The purpose of this study is
to represent the suggestion about the relationship between curriculum and instruction through reviewing the field of curriculum studies. First, researcher considered the numerous definitions of curriculum and showed the difficulties of defining the boundaries in curriculum studies. And also addressed the validities and limitations of its perspectives investigating the various results of studies about relationships between curriculum and instruction which is included the historical and present contexts. It can be inferred that curriculum studies have too many fields depending on the way how to define the curriculum and how to design the relationship between curriculum and instruction.
The result of this study is
as follow. Regarding the curriculum and instruction, it can be argued that these relationship may be divided in concept but it is rather asked in practice as a procedural transformation of planning into educational activities.
This study concluded that i
f researchers agree on this perspective, they may expand the boundaries of curriculum studies as well as help making its identification. (ÀÌÇÏ »ý·«)
Âü°í¹®Çå
¾øÀ½
¹ÞÀº º°Á¡
0/5
0°³ÀÇ º°Á¡
¹®¼°øÀ¯ ÀڷḦ µî·ÏÇØ ÁÖ¼¼¿ä.
¹®¼°øÀ¯ Æ÷ÀÎÆ®¿Í Çö±ÝÀ» µå¸³´Ï´Ù.
Æ÷ÀÎÆ® : ÀÚ·á 1°Ç´ç ÃÖ´ë 5,000P Áö±Þ
Çö±Ý : ÀÚ·á 1°Ç´ç ÃÖ´ë 2,000¿ø Áö±Þ
ÀúÀÛ±Ç Á¤º¸
À§ Á¤º¸ ¹× °Ô½Ã¹° ³»¿ëÀÇ Áø½Ç¼º¿¡ ´ëÇÏ¿© ¾ÅÅ©Á¸Àº º¸ÁõÇÏÁö ¾Æ´ÏÇϸç, ÇØ´ç Á¤º¸ ¹× °Ô½Ã¹° ÀúÀ۱ǰú ±âŸ ¹ýÀû Ã¥ÀÓÀº ÀÚ·á µî·ÏÀÚ¿¡°Ô ÀÖ½À´Ï´Ù.
À§ Á¤º¸ ¹× °Ô½Ã¹° ³»¿ëÀÇ ºÒ¹ýÀû ÀÌ¿ë, ¹«´Ü ÀüÀ硤¹èÆ÷´Â ±ÝÁöµÇ¾î ÀÖ½À´Ï´Ù.
ÀúÀÛ±ÇħÇØ, ¸í¿¹ÈÑ¼Õ µî ºÐÀï¿ä¼Ò ¹ß°ß½Ã °í°´¼¾ÅÍÀÇ ÀúÀÛ±Ç Ä§ÇØ½Å°í¸¦ ÀÌ¿ëÇØ Áֽñ⠹ٶø´Ï´Ù.
ºê·£µå Á¤º¸
°í±Þ ³í¹®À» Á¦°øÇÏ´Â ÇÐÁö»ç ´º³í¹®Àº Àü¹® Çо÷ ºÐ¾ß¿¡ ÃÖ°íÀÇ ÀڷḦ º¸ÀåÇϸç
°¢Á¾ ¿¬±¸ »ç·Ê¿Í ¹Ì·¡ ºÐ¼® µîÀÇ ÀڷḦ ÅëÇØ Àι®ÇÐ, »çȸ ÀÚ¿¬°úÇÐ ºÐ¾ßÀÇ ±íÀÌ Àִ Ž»öÀ» ÇÒ ¼ö ÀÖ°Ô µµ¿Íµå¸®°Ú½À´Ï´Ù.
ÆǸÅÀÚ·á ¼ö : 32,704°Ç