초등 저학년 통합 교과 교육과정에 대한 비판적 고찰 -``사회생활`` 영역을 중심으로- = A Critical Review on the Integrated Curriculum for Lower Grades in Elementary School -Focusing on ``Social Life`` Area-

다국어 초록 (Multilingual Abstract)

The purpose of this study is to critically analyze the subject organization and integrated curriculum related to ``Social Life`` area of lower grades in elementary school and to propose improvements based on the analysis results. First of all, here are the results of analysis on the integrated curriculum for lower grades elementary school students. First, from the perspective of validity of subject organization, it seems that ``Wise Life`` emphasizing the social perception and ``Disciplined Life`` emphasizing the internalization of moral norms are separated artificially in the integrated curriculum. Additionally, it lack of the continuity with ``Social Life`` area in kindergarten. Second, from the perspective of identity of the subject, internal integrity is not considered although the integrity through the redundancy between subjects is enforced. Third, from the perspective of subject continuity, the contents presented in kindergarten curriculum are not dealt with in the lower grades`` curriculum and the continuity is shown from Grade 3 only. Additionally, the integration of Society and Science is weak in ``Wise Life``. Fourth, from the perspective of validity of subject contents, it was shown that ``Economic Life``, ``Nature and Geographic Characteristics``, ``Basic Functions of Geography``, ``Historical People and Events``, ``Chronological Thinking`` and related learning elements are missing comparing to overseas elementary curriculums. Based on the aforementioned analysis results, the following improvements are proposed. First, from the perspective of subject organization, it is needed to compose ``Social Life (Virtual Name)`` by integrating ``Disciplined Life`` and ``Wise Life``. Second, from the perspective of characteristics and goals of the subject, it is needed to define the characteristics and goals of the subject as nurturing three areas such as knowledge, skills and attitudes in balance and harmony. Third, from the perspective of contents, the expanding environments should be applied flexibly and some missing contents can be added as a separate unit according to the achievements standard. Additionally, the learning contents should be systemized and organized considering the continuity with kindergarten curriculum and higher grades`` curriculum (Grade 3+). Fourth, ``Social Life (tentative name)`` curriculum for lower grade elementary students should be organized with 8 large categories such as ``I``, ``Family``, ``School``, ``Friends and Neighbors``, ``Village``, ``Humans and Environments``, ``My Country``, and ``Culture and Human Rights``. Finally, based on the critical review on the elementary integrated curriculum, the following proposals are made to improve the quality of elementary curriculum. First, discourses and studies on the subject organization of lower grade elementary curriculums should be activated. Second, close follow-up studies on the relevance of ``Social Life`` subject related contents and scope are needed. Third, more attention and interests of related professionals are needed to refine ``Social Life (tentative name)`` which is proposed as an improvement. Fourth, the approach to the organization and composition of social studies curriculum needs to be shifted from ``confronting perspectives`` to ``circulative and reciprocal perspectives``.

참고문헌 (Reference)

• 1 유광찬, "통합 교과 운영" 교육과학사 1998
• 2 박순경, "초등학교 1, 2학년 통합 교과 교육과정 개정 연구" 한국교육과정평가원 2009
• 3 강경원, "초등교사를 위한 지리학의 기초" 학문사 2007
• 4 박순경, "초․중등학교 교육과정 선진화 개혁 방안 연구(Ⅰ): 총괄" 교육과학기술부 2008
• 5 한국지리정보연구회, "지리학 강의" 한울 아카데미 2010
• 6 박순경, "제7차 교육과정의 쟁점 분석 연구" 한국교육과정평가원 2004
• 7 이양락, "제 7차 국민공통기본 교육과정의 교과 교육내용 적정성 분석 및평가" 한국교육과정평가원 2004
• 8 교육과학기술부, "유치원 교육과정"
• 9 정선영, "역사교육의 이해" 삼지원 2006
• 10 김한종, "역사 교육과정과 교과서 연구" 선인 2006
• 11 홍웅선, "새 초등 교육과정" 교학연구사 1988
• 12 설규주, "사회과와 도덕과의 교육과정 내용 중복성에 대한 분석과 대응" 한국사회과교육학회 43 (43): 55-86, 2011
• 13 이진석, "사회과 통합 교육과정의 국내외 동향에 관한 연구" 25 : 327-346, 1997
• 14 교육과학기술부, "사회과 교육과정"
• 15 차경수, "사회과 교육" 동문사 2008
• 16 교육과학기술부, "바른 생활, 슬기로운 생활, 즐거운 생활 교육과정"
• 17 문교부, "국민학교 교육과정 해설, 문교부령 고시 제87-9호" 교육과학사 1987
• 18 문교부, "국민학교 교육과정"
• 19 문교부, "국민학교 교육과정"
• 20 김재복, "교육과정의 통합적 접근" 교육과학사 1997
• 21 Tyler, R. W, "교육과정과 학습지도의 기본 원리" 교육과학사 1987
• 22 전숙자, "고등사고력 함양을 위한 사회과교육의 새로운 이해" 교육과학사 2006
• 23 Banks, J. A., "Teaching strategies for the social studies: Decision making and citizen action, 5th ed" Longman 1999
• 24 "State Academic Standards, Pennsylvania State Board of Education"
• 25 Wallace, M, "Social studies: All day, every day in the early childhood classroom" Thomson Corporation 2006
• 26 National Council for the Social Studies, "National curriculum standards for social studie" NCSS 2010
• 27 "NCIS 국가 교육과정 정보 센터"
• 28 "K-6 Educational Resources, Board of Studies NSW"
• 29 Jacobs, H. H, "Interdisciplinary curriculum: design and implementation" Association for Supervision and Curriculum Development 1989
• 30 Ingram, J. B, "Curriulum integration and lifelong education. UNESCO Division of Structure, Contents and Methods of Education" 1979
• 31 Sowell, E. J., "Curriculum: An integrative introduction" Merrill Prentice Hall, Inc 2005
• 32 "Curriculum & Instruction, California State Board of Education"
• 33 Woolever, R., "Active learning in social studies" Scott, Foresman and Company 1988