• 대학교육
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• s.44
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• pp.6-7
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• 1990

• Journal of the Korean earth science society
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• v.35 no.3
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• pp.203-212
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• 2014

It is important to explore ways that reinforce teachers' curricular expertise at the school level as the school curriculum autonomy expands. This study investigated teachers' curricular expertise that is required for teachers' professionalism, autonomy, and accountability to cope with the increasing school curriculum autonomy. Teachers in the future school are expected to explore and develop school level curriculum within a given school context. Through literature reviews, domestic and foreign case studies, and survey of teachers, this study examined difficulties in science teachers' exercise of their professionalism on curriculum organization and implementation at the school level. Difficulties in exercising teachers' curricular expertise include lack of actual autonomy in curriculum operation at the school level, inadequate infrastructures, demanding accountability based on students' achievement results, lack of time for reflection, and lack of recognition for teachers as independent curriculum designers. In the conclusion section, a couple of ways to solve these difficulties are suggested including expansion of actual autonomy, activation of teachers' participation in policy decision making, reinforcement of qualitative components in school assessment, diversification of the teacher's career ladder, and activation of teachers' participation in professional learning communities.

• Journal of the Korean association of regional geographers
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• v.9 no.3
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• pp.395-409
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• 2003

In this study the meaning and necessity for self-regulation in managing and organizing the national curriculum is researched in order to reflect the reality that the tide of regionalization appears apparently with globalism. Hwacheon is chosen and applied as an example region for selecting and forming a new learning content in geography education and teaching and learning that content. The regional geography should be learned in high schools according to the approach of regional textbooks being made and used now in primary and middle schools, and the contents of textbooks should be properly reorganized in accordance with the students' school ages rather than organized simply with enumerating geographic facts in a row. And the contents should be organized centering on the learners' daily living sphere. In addition, teaching-learning method should be taken into consideration according to the scale of the regions. Consequently, in this study small-scaled area was chosen as a learning content, laying stress on daily lives within the living zone, and therefore field work is considered as a learning method.

• Journal of Drive and Control
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• v.15 no.3
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• pp.63-67
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• 2018

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.59-69
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• 2022

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.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.483-499
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• 2021

The curriculum localization policy is closely related to the decentralization and autonomy policy, which is a direction of the 2022 revised curriculum. In particular, considering the continuously expanding and changing environment and contents in science education, the localization of the science curriculum has the advantage of advancing to expertise through diversity. In this paper, through experts' perception of the science curriculum localization policy, the implications of the curriculum revision were confirmed, focusing on 'MPOE(Metropolitan and Provincial Offices of Education) curriculum arrangement and implementation guidelines(hereinafter referred to as 'guidelines')' and the achievement standards revision of science curriculum. In conclusion, study participants considered that the possibility of expanding the localization of the curriculum was high due to the unique characteristics of science practices. And they recognized the level of localization at the 'district office of education or village'-level between MPOE-level and school-level. When localization reaches the school-level in the future, it was considered necessary to discuss linkage with teacher policies such as teacher's competency, noting that the level of teachers could become the level of localization. In addition, there was a common perception that in order for the science 'guidelines' to be localized, 17 MPOE must be given the authority to autonomously organize some achievement standards in parallel. It was considered that 'restructuring or slimming of achievement standards' should precede localization of achievement standards in connection with this. On the other hand, it was predicted that the curriculum localization policy would enhance the aspect of diversification and autonomy of the science curriculum, and the establishment of achievement standards was directly related to evaluation, so it recognized the need to refine policies such as new description for evaluation clause in future science 'guidelines'. Finally, considering science and characteristics, it was mentioned that it is necessary to specify regional intensive science education policies in the 'guidelines' themselves beyond the localization of teaching materials.

• Korean Journal of Comparative Education
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• v.24 no.3
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• pp.25-45
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• 2014

The system of high-school recently diversified, but there are criticisms that general high-schools relatively fall into crisis. The purpose of this paper is to discuss suggestion on the enhancing educational capacity of general high-school in Gyeongsangbuk-do. In this paper, there needs to be evoke sympathy for development, strengthen educational responsibility, substantially guarantee curriculum autonomy, pursuit diversity of student-customized curriculum, integrate curriculum and career education, and flexibly manage teacher selection and disposition for educational capacity of general high-school. In a career educational point of view, there needs to be organize curriculum coincidentally with students' career, aptitude and interest, to describe clearly roles of school and community for career education, and to guarantee the right of subject choice in school. We should believe normalization of general high-school is namely substantiality of career education.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.989-1002
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• 2012

The purpose of this study was to figure out adoption of curriculum autonomy policy by a middle school. To achieve the purpose, official documents accepted or produced by the school were examined regarding how much curriculum autonomy was given to the school. As well as, minutes on curriculum organization and implementation and interviews with significant figures in the school were analyzed to reveal how the school exerted its curriculum autonomy. The results indicated that superior educational administrative institution that had made decision on curriculum autonomy policy and promoted it constantly sent to the school official documents that required it to report what had been done. Such practices prevented the school from autonomous organization and implementation of curriculum. In addition, as most decisions on curriculum organization and implementation at school level was made by administrator and teachers with special position, most teachers remained at passive status to accept what had decided by them. Parents'committee did not exercise their rights by lack of expertise and passive attitude.