집중이수제에 대한 고등학교 역사 교사의 인식
High School History Teachers' Perceptions of the 'Intensive Course Program'
This study examines the effectiveness of the 'Intensive Course Program' that was implemented for a brief period of time following the curriculum revision of 2009 by taking a close look into how history teachers carried out the program and how they perceived it. In doing so, this paper tries to find more effective ways of teaching history. For this study, a survey of 51 high school history teachers under the Gyeonggi Provincial Office of Education was conducted. The data obtained was entered into the Statistical Program for the Social Sciences (SPSS) and analyzed. Most of the high schools surveyed in Gyeonggi Province adopted the 'Intensive Course Program' for history. was taught as a compulsory subject in every school surveyed, whereas and were taught in few schools. The average number of units for the intensive course was five. The supply of qualified teachers and the subject's relations to other ones were found to be the main considerations in selecting the subject and the number of units for the program. This reveals that the philosophy of learner/consumer-oriented education was not materialized. The autonomy given to schools as regards curriculum allowed them to either increase or reduce the number of units of each subject by 20%. As a result, schools generally increased the number of units of major subjects while reducing the number of units of history, social studies, and other minor ones in order to balance the increase. Due to the reduction of units and the decrease in selection rate, the situation in history education is on the verge of rapid deterioration. Many schools did not put into practice the 'Block Time' program and the 'Supplementary Course' program for students who have not taken the intensive course that had been designed to supplement the 'Intensive Course Program.' As seen above, not only was the 'Intensive Course Program' not welcomed by teachers, but it was causing serious problems in history education. Some teachers suggested that the content of the subject be adjusted as a solution for the program but many teachers thought that only to abolish the Program and implement a program of dispersed course would set history education on the right track again. The implementation of the 'Intensive Course Program' is one of the notable examples to show how a one-sided curriculum revision and its implementation could lead to a negative outcome.
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