Backward Design을 통한 교육과정 설 계

In Search of the Authentic Understanding of Subject Knowledge: looking at the effect of Backward Design

This study is to search the possibility of the authentic understanding of subject knowledge in schooling. There are many critics about the cause of misunderstanding of subject knowledge in context of subject matter education. The most important problems are discussed in ways of explicating the activity-based curriculum design and coverage-based design. Our students fail in understanding subject knowledge because of these problems. We should prepare our students for authentic understanding of curriculum contents. In line of deep understanding of educational content, Wiggins and McTighe proposed backward design for understanding for design. We discussed the nature, characteristics, and procedures of backward design and explained the empirical effect of backward design through questionnaire method and statistical analysis. The results of analysis are explained by meaningful tendencies of subjects and quantitative data. We understand backward design in view of authentic understanding with various layers, retum of structure of knowledge, and teaching embedded in feel of subject matter. The teaching toward of authentic understanding made teacher involve whole growth of student by backward design.