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평생교육체제에서의 초등학교 교육과정 특징과 개선 방향 원문보기
Characteristics and Direction of Elementary School Curriculum in the Context of Lifelong Education System

  • 저자

    박근제

  • 학위수여기관

    창원대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    교육심리 및 방법전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    ii, 85p.

  • 키워드

    평생교육체제 평생교육 초등학교 교육과정;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9168128&outLink=K  

  • 초록

    As public education has a block in meeting educational need according to social changes and system of public education in school is being changed into that of life-long education to ensure its learning right, this study is intended to make readjustment of the awareness of current public education and seek for new direction of curriculum which is made up and implemented in school. This study discusses what kind of curriculum should be conducted in public education from a life-long educational point of view and suggests the direction of curriculum improvement for life-long education system by conducting an analysis on current curriculum in school. To accomplish this research goal, I collected materials and investigated them by conducting an investigation on related literature and intensive interview. As I performed these research activities, I could conclude as follows. First, most of schools establish the national level objectives of education for their school objectives of education. They serve the purposes of a life-long education somewhat, but most of them were hard to put into practice and not subjective. Although the objectives of education in school should be established according to the situations in schools and local areas, and level of their students, those proposed by schools were substantially alike. Second, the curricula in school have to be selected and organized so that they can lay the foundation of learners of life-long education from various experience, but they just put forward items and were impossible to put into practice. They just insignificantly put forward vague and typical national level criteria. Third, the learning individualized by levels of students, as educational methodology, has to be made to improve the ability of proactive learning, but schools just suggested abstract means and neglected experience oriented learning. In addition, schools should reorganize the national level curriculum and execute educational activities best for the level of their students accordingly, but most of them specified the same curriculum as government has announced. Fourth, the education evaluations including learner-oriented definitive section evaluation, mutual evaluation of pupils, self evaluation, development-oriented evaluation and formative evaluation. However, the concrete scope, view and method of educational evaluation were not suggested.


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