일반계 고등학교의 선택중심 교육과정 편성사례 분석
(An) Analysis of Cases of Selective Centered Curriculum Development in Ordinary High Schools
일반계 고등학교 선택중심 교육과정;
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This study is designed to present measures for the effective development of the curriculum by preserving the rights of students to select subjects and at the same time achieving national purpose of education in consideration of education when unit schools try to form and operate an selective centered curriculum. The procedures for the development of selective centered curriculum include introduction of career and subjects, the selection of selective subjects by the city and province offices of education, the selection of school-selected subjects, the choice of students' selective subjects, the provision of lists of open subjects, the application of students, the confirmation of open subjects according to the principle of opening and closing lectures, the reapplication of students and the development of selective centered curriculum in the right order. The model for the development of the selective curriculum can be divided into three forms. The first model has it that students are divided into those who want to study humanities and those who want to study science at the 11th grade and that they are divided into those who want to study humanities, social studies and foreign languages and those who want to study science, engineering and art and physical education at the 12th grade. This model is designed for the guidance of students' career, especially their entrance into universities. The second model has it that students should be divided into humanities search class and science search class with the completion unit being one and the same at the 11th grade and that they should be provided with several intensive units at the 12th grade and that classes should be formed according to the choice of students. As students can have their educational career and aptitude in line with units to complete, the results of the second model may be similar to those of the first model. The third model has it that the formation should take into consideration small-sized schools with less than five classes in one grade and that such measures as role sharing, and training in the minor areas can work out the problems with the small schools. This kind of schools may be subject to their failure to accept various students' opinions and that students should be divided into the humanities intensive course and the science intensive course at the 11th to 12th grade. This mode is not quite different from the first and second model in term of the guidance of students' career.