The Journal of the Convergence on Culture Technology (문화기술의 융합)

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
권호 표지
DOI QR코드

DOI QR Code

Analysis of the Meaning of the 2022 Revised Curriculum

2022 개정 교육과정 의미 분석

  • Received : 2022.07.06
  • Accepted : 2022.08.31
  • Published : 2022.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to suggest improvement directions by analyzing the meaning of the 2022 revised curriculum. Research methods include literature research, surveys, and interviews. The conclusion is as follows. First, The background of the promotion has been revised to cultivate the competencies necessary for the future society and to strengthen the learner-tailored education. Second, what characterizes the 2022 revised curriculum is that it is being created in collaboration with people as a future-oriented curriculum for the first time in history. Third, the implementation of the 2022 revised curriculum is being directed towards individuality and diversity, decentralization and autonomy, digitally based education, and public performance and accountability. Fourth, the principal contents are curriculum innovation in response to future changes, cultivating community values and capacity building for learners, strengthening education for elementary, middle, and high school students to develop digital and AI literacy, and strengthening the curriculum for all.

이 연구의 목적은 2022 개정 교육과정에 관한 의미를 분석하고 다양한 쟁점 및 개선 방향을 종합 정리하여 이를 바탕으로 교육과정 개선방안을 제안하는 데 있다. 연구 방법은 문헌 연구와 설문조사, 인터뷰이다. 결론은 다음과 같다. 첫째, 2022 개정 교육과정 추진 배경은 디지털 전환, 기후환경 변화, 학령인구 감소 등에 대응하여 미래 사회에 필요한 역량을 함양하고 학습자 맞춤형 교육을 강화할 수 있도록 개정되었다. 둘째, 2022 개정 교육과정 특징은 역사상 처음으로 '국민과 함께하는 미래형 교육과정'으로 만들어지고 있다. 셋째, 2022 개정 교육과정 추진 방향은 개별성과 다양성, 분권화와 자율화, 디지털 기반 교육, 공공성과 책무성이다. 넷째, 2022 개정 교육과정 주요 내용은 미래 변화에 대응하는 교육과정 혁신, 학습자의 공동체 가치 함양 및 역량 강화, 초·중·고 학생 디지털·AI 소양 함양 교육 강화, 모두를 위한 교육과정 강화이다.

Keywords

References

  1. J. H. Jeon, "A Study on the Future Education Direction of University in the 4th Industrial Revolution : Focusing on the Purpose and Achievements of the Minerva School," Cultural Exchange and Multicultural Education, Vol. 10, No. 5, p.23-58, 2021. http://doi.org/10.30974/kaice2021, 10, 5, 2
  2. E. C. Lee, "Exploring the Moderating Effect of Difficulty in Recognized Curriculum Task on the Mediator Model of Interesting and Learning Motivation on Flow in Distant PBL Classes of Pre-service Teachers," The Korea Contents Association, Vol. 21, No. 2 p.594-603, 2021. https://doi.org/10.5392/JKCA.2021.21.02.395
  3. H. J. Yoon, & J. W. Jo, "Analysis of changes and patterns of middle school information curriculum: from the 6th to the 2015 revised curriculum," Teacher Education, Vol. 37, No. 1, p. 245-264, 2021. https://doi.org/10.14333/KJTE.2020.37.1.12
  4. J. H. Ahn, & S. A. Bae, "Review of National Curriculum Revision and Changes in University Admissions System," The Journal of Curriculum Studies, Vol. 31, No. 3, p. 95-120, 2013. http://kiss.kstudy.com/thesis/thesis-view.asp?key=3164513 https://doi.org/10.15708/kscs.31.3.201309.005
  5. Ministry of Education, Future training course promotion plan. Sejong: Korea. 2021-04. p. 1-31. 2021.
  6. Ministry of Education, 2022 Revision Curriculum-Summary Main Points (Plan). Sejong: Korea, 2021.11.24. p. 1-47. 2021.
  7. K. H. Hwang, "National Curriculum Revision and School Education Quality," The Journal of Curriculum Studies, Vol. 28, No. 2, p. 23-58, 2013. http://kiss.kstudy.com/thesis/thesis-view.asp?key=3164510 https://doi.org/10.15708/KSCS.28.2.201006.002002
  8. S. Y. Kim, "Exploring aspects enacted by elementary school on the 2015 Revised Curriculum Policy," Journal of Curriculum Integration, Vol. 15, No. 4, p. 123-154, 2021. DOI : 10.35304/JCI.15.4.06
  9. J. H. Bae, "A Study on the Significance and Limitation of 2015 Korean National Curriculum, Integrated Subjects, through the Diachronic Analysis," The Journal of Elementary Education, Vol. 29, No. 2, p. 155-177, 2016. http://kiss.kstudy.com/thesis/thesis-view.asp?key=3438230
  10. J. D. On, "A critical examination of the Korean elementary integrated subjects curriculum," The Journal of Curriculum Studies, Vol. 31, No. 2, p. 101-121, 2013. http://kiss.kstudy.com/thesis/thesis-view.asp?key=3147381 https://doi.org/10.15708/KSCS.31.2.201306.005005
  11. S. Y. Yoo, & K. S. Jung, "Analysis of Research Trends on the 2015 Revised Integrated Subjects Curriculum," Journal of Curriculum Integration, Vol. 15, No. 4, p. 23-45, 2021. http://doi.org/10.35304/JCI.15.4.02
  12. W. P. Hong, "Exploring the Implementation of the 2015 High School Curriculum and Necessary Policy Supports," The Journal of CurriculumStudies, Vol. 34, No. 2, p. 69-94, 2016. http://kiss.kstudy.com/thesis/thesis-view.asp?key=3452136
  13. Y. G. Hong, "Differences in learning results due to content system and identity of 2015 revised the integrated subjects curriculum," Journal of Curriculum Integration, Vol. 15, No. 4, p. 23-45, 2020. http://doi.org/10.35304/JCI.14.3.01
  14. Y. S. Kwak, & Y. J. Shin, "Exploring Ways to Improve Integrated Science and Science Laboratory Experiments in Preparation for the 2022 Revised Curriculum," Journal of Science Education, Vol. 45, No. 2, p. 143-155, 2021. https://doi.org/10.21796/JSE.2021.45.2.143
  15. J. H., Park & J. H. Kim, "Exploring the Composition of New Music CurriculumAccording to the Direction(Draft) of the Next National Curriculum in 2022,: Korean Music Education Society, Vol. 50, No. 3, p. 57-77, 2021. https://doi.org/10.30775/KMES.50.3.57
  16. Y. K. Sung, "The 2022 Revised National Curriculum and the role of curriculum theory, The Journal of Curriculum Studies, Vol. 39, No. 2, p. 1-3, 2021. https://kiss.kstudy.com/thesis/thesis-view.asp?key=3891409
  17. Y. J. Jeon, J. M. Kim, & H. I. Kim, "A Proposal of Subjects Composition and Content Knowledge System of Informatics for the 2022 Revised National Curriculum," The Journal of Korean Association of Computer Education, Vol. 24, No. 6, p. 1-15, 2021. https://doi.org/10.32431/kace.2021.24.6.001
  18. M. Lynn, "Determination and quantification of content validity," Nursing Research, Vol. 35, p. 382-385, 1986. http://www.riss.kr/link?id=O104549375 104549375
  19. D, F, Polit, C. T. Beck, & S. V. Owen, "Is the CVI an acceptable indicator of content validity? Appraisal and recommendations," Research in Nursing & Health, Vol. 30, No. 4, p. 459-467, 2007. http://www.ebsco.co.kr/linksource/kookmin_ls.bmp https://doi.org/10.1002/nur.20199
  20. Y. J. Park & Y. H. Woo, "Content Analysis in the Field of Educational Technology in Korea: A Methodological Review," Journal of Educational Technology, Vol. 28, No. 2, p. 263-287, 2012. http://kiss.kstudy.com/thesis/thesis-view.asp?key=3398613 https://doi.org/10.17232/KSET.28.2.263
  21. A. F. Hayes, & K. Krippendorff, "Answering the call for a standard reliability measure for coding data," Communication Methods and Measures, Vol. 1, No. 1, p. 77-89, 2007. DOI 10.1080/19312450709336664
  22. Choi, E. S., Park, N, J.(2022). Application Methods and Development Assessment Tools for Creative Convergence Education Programs for Elementary and Secondary Schools based on Hyper Blended Practical Model. The Journal of the Convergence on Culture Technology (JCCT), 8(2), 117-129. http://dx.doi.org/10.17703/JCCT.2022.8.2.117
  23. Ahn, S. K., Kwak, O. K., Jeon, B. G., (2021). STEAM Education considering the Level of Cognitive Development of Students in order to Cultivate Creative Convergence Talents. The Journal of the Convergence on Culture Technology (JCCT), 7(4), 527-535. http://dx.doi.org/10.17703/JCCT.2021.7.4.527
  24. K. J. Lee, "A Case Study on Teacher's Understanding of Curriculum Affecting on Curriculum Implementation," The Journal of Curriculum & Evaluation, Vol. 9, No. 2, p. 1-27, 2006. https://www.kci.go.kr/kciportal/ci/sereArticl eSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART001162991 https://doi.org/10.29221/jce.2006.9.2.1