2015 개정 실과 교육과정의 OECD Education 2030 역량 반영 분석

Curriculum Content Mapping of the Practical Arts Curriculum under the OECD Education 2030 Competencies: Focused on the ‘World of Technology’ Part of the 2015 Revised Curriculum

이 연구는 2015 개정 실과 교육과정의 ‘기술의 세계’ 분야에 OECD Education 2030 역량이 어느 정도 반영되었는지 확인하기 위해 수행되었다. 교육과정 내용 맵핑을 통해 도출한 주요 연구 결과는 다음과 같다. 첫째, 교육과정 내용 맵핑을 통해 확인한 OECD Education 2030 역량 범주의 반영도는 ‘주요 개념(100%)’, ‘변혁적 역량 및 역량 개발(83%)’, ‘복합 소양(47%)’, ‘기능, 태도, 가치 구인(37%)’, ‘기초 소양(27%)’의 순이다. 둘째, 실과 교육과정 ‘기술의 세계’ 분야에는 OECD Education 2030 역량의 ‘기초 소양’ 범주 중에서 ‘체육/건강 소양(100%)’과 ‘ICT/디지털 소양(33%)’이 반영되었다. 셋째, 실과 교육과정 ‘기술의 세계’ 분야에는 OECD Education 2030 역량의 ‘기능, 태도, 가치 구인’ 범주 중에서 ‘협동/협력(100%)’, ‘비판적 사고(100%)’, ‘문제 해결(100%),’ ‘공감(17%)’, ‘존중(17%)’이 반영되었다. 넷째, 실과 교육과정 ‘기술의 세계’ 분야에는 OECD Education 2030 역량의 ‘주요 개념’ 범주의 하위 요소인 ‘학생 주도성(100%)’과 ‘협력적 주도성(100%)’이 모두 반영되었다. 다섯째, 실과 교육과정 ‘기술의 세계’ 분야에는 OECD Education 2030 역량의 ‘변혁적 역량 및 역량 개발’ 범주 중에서 ‘새로운 가치 창출(100%)’, ‘책임 감수(100%)’, ‘예측(100%)’, ‘실행(100%)’, ‘반성(100%)’이 반영되었다. 여섯째, 실과 교육과정 ‘기술의 세계’ 분야에는 OECD Education 2030 역량의 ‘복합 소양’ 범주 중에서 ‘미디어 소양(100%)’, ‘지속가능발전 소양(100%)’, ‘컴퓨팅 사고/프로그래밍/코딩(33%)’, ‘기업가 정신(33%)’, ‘금융 소양(17%)’이 반영되었다.

This study was carried out to analyze the OECD education 2030 competencies on the ‘world of technology’ part of the 2015 revised practical arts curriculum. The main results of curriculum content mapping were as follows: First, the reflectivity of OECD education 2030 competencies categories were ‘key concepts(100%)’, ‘transformative competencies and competency development(83%)’, ‘compound competencies(47%)’, ‘skills, attitudes & values constructs(37%)’, and ‘foundational literacies(27%)’. Second, ‘physical/health literacy(100%)’ and ‘ICT literacy/digital literacy(33%)’ were reflected as the ‘foundational literacies’ category in the ‘world of technology’ part of the 2015 revised practical arts curriculum Third, ‘cooperation/collaboration(100%)’, ‘critical thinking(100%)’, ‘problem solving(100%),’ ‘empathy(17%)’, and ‘respect(17%)’ were reflected as the ‘skills, attitudes & values constructs’ category in the ‘world of technology’ part of the 2015 revised practical arts curriculum Fourth, ‘student agency(100%)’ and ‘co-agency’ were reflected as the ‘key concepts’ category in the ‘world of technology’ part of the 2015 revised practical arts curriculum Fifth, ‘creating new value(100%)’, ‘taking responsibility(100%)’, ‘anticipation(100%)’, ‘action(100%)’, and ‘reflection(100%)’ were reflected as the ‘transformative competencies and competency development’ category in the ‘world of technology’ part of the 2015 revised practical arts curriculum. Sixth, ‘media literacy(100%)’, ‘literacy for sustainable development(100%)’, ‘computational thinking/programming/ coding(33%)’, ‘entrepreneurship/enterprising(33%)’, ‘financial literacy(17%)’ were reflected as the ‘compound competencies’ category in the ‘world of technology’ part of the 2015 revised practical arts curriculum.