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2011 특수교육 교육과정 기본교육과정 음악 중·고등학교 성취기준 분석 원문보기

  • 저자

    장지인

  • 학위수여기관

    공주대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    중등특수교육전공

  • 지도교수

    김삼섭

  • 발행년도

    2014

  • 총페이지

    iii, 44장

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13534444&outLink=K  

  • 초록

    This research is performed to know in what category middle and high school's achievement standard types of music education as basic curriculum in Special Education Curriculum 2011 are belonging to, in both knowledge and cognitive process dimensions based on Bloom's New Taxonomy of Educational Objectives, and to analyze them by each content area. Achievement standards of 23 units for middle school, and of 25 units for high school from Special Education Curriculum 2011 were objects of analysis. All achievement standards were assorted into 3 content areas as Activity, Comprehension, Practice according to each grade group's music education objectives and analyzed by Bloom's New Taxonomy of Educational Objectives revised by Anderson and others, and finally established for analysis as 41 units for middle school and 36 for high school, by adding independently sorted standard units in the case which included more than 2 nouns or verbs. For the reliability of analysis, 3 experts including researcher were selected as coders. First, each coder analyzed independently achievement standards according to Bloom's New Taxonomy of Educational Objectives, and when there were the discordances of judgment, they arrived to consensus through meetings and correspondences by email. First, in musical education achievement standards for middle school in Special Education Curriculum 2011, the analysis result showed that the activity areas for 'Metacognitive Knowledge - Create', comprehension area for 'Conceptual Knowledge - Understand', practice area for 'Metacognitive Knowledge - Apply' were the most highly involved, and by the fact that there existed some knowledge or cognitive process dimensions which aren't linked to any of standards, we can know the standards for music education in middle school are weighted towards some certain knowledge and cognitive process dimensions. Second, in musical education achievement standards for high school in Special Education Curriculum 2011, the activity areas for 'Procedural Knowledge - Apply' / 'Metacognitive Knowledge - Create' as the same degree, comprehension area for 'Conceptual Knowledge - Understand', practice area for 'Metacognitive Knowledge - Apply' were the most highly involved, and some categories didn't contain any of standards, we can know the standards for music education in high school are also weighted towards some certain knowledge and cognitive process dimensions. Third, for all achievement standards of musical education achievement standards for middle and high school in Special Education Curriculum 2011, 'Conceptual Knowledge - Understand' was the most highly involved category, and though there were differences of degree, except for the 'Procedural Knowledge - Understand' achievement standards for middle and high school were distributed to similar categories. By the result of research, it became clear the achievement standards of music education as basic curriculum in Special Education Curriculum 2011 were weighted towards some certain knowledge and cognitive process dimensions. So it seems important to arrange improved achievement standards which reflect other various categories' criteria for learner's different knowledge learning and cognitive process development, in special education curriculum which aims to student's overall development such as linguistic development, problematic behavior reduction, fulfillment feeling and self-regard's enhancement, induction to participation and cooperation.


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