KCI등재
교육과정에 있어서 이론과 실천의 관계성 : 관련성의 상황과 문제의 분석 = The Nature of the Relationship between the Curriculum Theory and the Practice
저자
발행기관
학술지명
권호사항
발행연도
1998
작성언어
Korean
KDC
374.05
등재정보
KCI등재
자료형태
학술저널
발행기관 URL
수록면
27-49(23쪽)
제공처
이 논문의 목적은 교육과정이론과 실천의 관계성이 지니는 본질과 문제를 분석하고 올바른 관계성의 성립을 위한 문제극복 방향을 제시하는데 있다. 이와 같은 이론-실천의 관계성을 탐구하는 일은 교육과정 이론의 진정한 발전과 실천의 책무성 증진을 위하여 가장 근본적인 일이며, 특히 학문으로서의 존재양식을 묻는 본질적 작업이라고 할 수 있다. 이 일을 위하여 첫째, 교육과정이론과 실천이 구체적으로 무엇을 의미하는지 개념의 문제를 밝혔으며, 둘째, 현재의 단계에서 교육과정이론과 실천의 문제상황을 서로의 관련 속에서 분석했다. 셋째, 그 분석의 기초 위에서 관계성의 대화적 성격의 구체적 의미를 교육철학적 역할과의 맥락 속에서 구명하는 논의를 전개했으며, 마지막으로 이론-실천 양자간의 괴리 극복을 위한 과제들을 논했다.
Ⅰ. Introduction
The aim of this study was to investigate the nature of the relationship between the theories and the practices in the contemporaty curriculum field.
Such an inquiry is to clarity the nature, present status, and the limitations of the curriculum theories for the practice, and at the same time, to help implement the curriculum practices in more responsible way.
Ⅱ. The conceptualization of the theory and practice in curriculum field
The curriculum field is a practical of study as a core of the education fields. The curriculum practice as praxis has been existent from the beginning of the educational histoty, but the theoretical inquiry into the practices as curriculum praxeology can ge traced back only to beginning of this century.
The conceptualization of the practice and theory have been attempted by many different scholars with different perspectives. The common ideas among them was that the theory is for the practices in its origin, not vice versa, but it means that the practice also should be conductde in theoretically proper manner.
Therefore the practice can be defined as actual curriculum decision making, curriculum development, making curriculum design and teaching practices in concrete time and placem on national, local, and school levels.
The curriculum theory can be defined as theorization of the general meaning structure reflected in the curriculum practices including conceptual models of curriculum, theories of curriculum legitimation, process theories of curriculum, structural theories of curriculum, theories of curriculum implementation, and meta theories of currculum.
However concerning the nature of curriculums theories, two issues were discussed here : One is how to make a boundary between the general theory of educatuon and curriculum theories, and the other is to differentiate the foundational theories from the curriculum theories themselves.
Ⅲ. The Problems of Curriculum Theories in relating to the Curriculum Practices
The contemporary theories of curriculum as praxeology seem to be facing with many difficulties and deficiencies in their validity, fitness, maturity as guiding principles of the actual curriculum practices.
1. The problems with the existing verieties both in concepts and paradigms of curriculum theories were discussed here and the use of dialectical and complementary nature anong the differences of the alternative theories can be utilized eclectically into the practical situations.
2. The present theories of curriculum are mostly in so fragmentary state that they lack in power of explanation and prediction for the practical situation of education.
3. There are problems in the mutual relationship among sub-theories within the curriculum theories. The theories in the sub-areas of curriculum often tend to forget the contextuality in which they are located and treat them independently. In addition, they easily make the fallacies of transferring and deducing the prescriptive theories directly from the descriptive theories.
Ⅳ. The problems of the Curriculum Practice in relating to the curriculum Theories
One of the barriers in making the proper theories-practice connection lies in the unique nature of every curriculum practice itself.
1. Unlike curriculum theories, curriculum practice in concrete conditions of particulars wine and place should meet the complexity of the situatuonal elements such as socio-cultural characteristics, political-economic limitations, value orientations of the educational populations. That is why the theories in general, particularly the foreign-import theories do not fit into the educational situation, causing the problems that original theories could not expected.
2. The political process of the curriculum- decision making often governed by the internal and external determinants other than the professional theories of education make it difficult for each practice to the connected to the appropriate theories.
3. The last difficulties in making proper relation of the practices to the theories lie in the inadequacies of the intellectual, attitudinal, and begavioral abilities of the educators involved, for the practices are often influenced by the unreflected assumptions and conventional inages that the educators already hold concerning the education.
Ⅴ. Dialectical relations between the curriculum theories and practices
While the impact of the theories on the practice has been enough explained, the influence of the practice on the theories are explicated here : The practice is the source of the research problems, at the same show the limitations of the theories, and give useful feedback to blak spots of the original theories. Therefore it can be concluded with Dewey that by "the theory from the practices" and "the practices from the theories" are in dialectical relationship.
However, the relationship needs some additional qualifications : although the theories can be formed from the practices, the practices for themselves can not lffer the norms that the practical theories require. Here is where we need a help from the normative philosophies for value judgement for the practical decision making, i.e., by philosophical thinking with the observation of the practice.
Ⅵ. The Ways of Overcoming the Discrepancies between the Curriculum theories and practices
In order to achieve the proper theory-practice relationship, and to overcome the problems of discrepancies, some tasks are to be achieved in two directions : ond was the tasks for the theories and the other was the ones for the practices. The former included the recommendations for developing "Korean curriculum theories", not the direct implementation of the foreign theories. It requires the special concern with curriculum research in relation with experimental school, the attached schools to the college of education, alternative schools, and general school practices.
In addition, it needs special attention to the areas of curriculum implementation, school-based curriculum research, and especially to the development of subject matter curriculum as a way of connecting the theories to the practices.
Futhermore, in order for the theories in the field to develop practice-oriented study, scholars in curriculum field need to develop collaborative study with those in the field of subject-matter curriculum, and to conduct qualitative research to grasp the exact nature of the educational situations they are facing.
The latter tasks for practices are, to the sure, closely related to the former tasks. That is, the practitioners need to understand not only the practical educational situations by the qualitative studies but also should know the wide range of existing theories as much as possible, and the operation of the arts of eclectics and deliberation. Without meeting these conditions on the part of the practices, the discrepancies from the theories can never be overcome.
서지정보 내보내기(Export)
닫기소장기관 정보
닫기권호소장정보
닫기오류접수
닫기오류 접수 확인
닫기음성서비스 신청
닫기음성서비스 신청 확인
닫기이용약관
닫기학술연구정보서비스 이용약관 (2017년 1월 1일 ~ 현재 적용)
학술연구정보서비스(이하 RISS)는 정보주체의 자유와 권리 보호를 위해 「개인정보 보호법」 및 관계 법령이 정한 바를 준수하여, 적법하게 개인정보를 처리하고 안전하게 관리하고 있습니다. 이에 「개인정보 보호법」 제30조에 따라 정보주체에게 개인정보 처리에 관한 절차 및 기준을 안내하고, 이와 관련한 고충을 신속하고 원활하게 처리할 수 있도록 하기 위하여 다음과 같이 개인정보 처리방침을 수립·공개합니다.
주요 개인정보 처리 표시(라벨링)
목 차
3년
또는 회원탈퇴시까지5년
(「전자상거래 등에서의 소비자보호에 관한3년
(「전자상거래 등에서의 소비자보호에 관한2년
이상(개인정보보호위원회 : 개인정보의 안전성 확보조치 기준)개인정보파일의 명칭 | 운영근거 / 처리목적 | 개인정보파일에 기록되는 개인정보의 항목 | 보유기간 | |
---|---|---|---|---|
학술연구정보서비스 이용자 가입정보 파일 | 한국교육학술정보원법 | 필수 | ID, 비밀번호, 성명, 생년월일, 신분(직업구분), 이메일, 소속분야, 웹진메일 수신동의 여부 | 3년 또는 탈퇴시 |
선택 | 소속기관명, 소속도서관명, 학과/부서명, 학번/직원번호, 휴대전화, 주소 |
구분 | 담당자 | 연락처 |
---|---|---|
KERIS 개인정보 보호책임자 | 정보보호본부 김태우 | - 이메일 : lsy@keris.or.kr - 전화번호 : 053-714-0439 - 팩스번호 : 053-714-0195 |
KERIS 개인정보 보호담당자 | 개인정보보호부 이상엽 | |
RISS 개인정보 보호책임자 | 대학학술본부 장금연 | - 이메일 : giltizen@keris.or.kr - 전화번호 : 053-714-0149 - 팩스번호 : 053-714-0194 |
RISS 개인정보 보호담당자 | 학술진흥부 길원진 |
자동로그아웃 안내
닫기인증오류 안내
닫기귀하께서는 휴면계정 전환 후 1년동안 회원정보 수집 및 이용에 대한
재동의를 하지 않으신 관계로 개인정보가 삭제되었습니다.
(참조 : RISS 이용약관 및 개인정보처리방침)
신규회원으로 가입하여 이용 부탁 드리며, 추가 문의는 고객센터로 연락 바랍니다.
- 기존 아이디 재사용 불가
휴면계정 안내
RISS는 [표준개인정보 보호지침]에 따라 2년을 주기로 개인정보 수집·이용에 관하여 (재)동의를 받고 있으며, (재)동의를 하지 않을 경우, 휴면계정으로 전환됩니다.
(※ 휴면계정은 원문이용 및 복사/대출 서비스를 이용할 수 없습니다.)
휴면계정으로 전환된 후 1년간 회원정보 수집·이용에 대한 재동의를 하지 않을 경우, RISS에서 자동탈퇴 및 개인정보가 삭제처리 됩니다.
고객센터 1599-3122
ARS번호+1번(회원가입 및 정보수정)