대학 교양 과목 수업계획서에 기술된 학습목표 분석

Analysis of Learning Objectives Described in University General Education Syllabi

이 연구의 목적은 대학 교양 과목 수업계획서에 진술된 학습목표가 교양교육의 목적을 구현하고있는지, 교양 과목 학습목표에 진술된 행위동사를 분석하여 규명하는 데 있다. 이를 위해 2024학년도1학기 G시 소재 A대학에서 개설된 184개 교양 과목 수업계획서에 기술된 학습목표를 자료로 분석하여학습목표 진술 유형과 행위동사를 분석하였다. 연구결과는 다음과 같다. 첫째, 학습목표 진술유형은‘문장형’ 59.2%, ‘개조식’ 20.1% 그리고‘기타’ 20.7%로 분류되었다. ‘기타’ 유형 중 가장 빈도가 높은것은 ‘교과목 개요형’ 57.9%이었으며, 다음으로 ‘교수자 중심형’ 10.5% 그리고 교과목 개요와 교수자언어로 진술된 ‘혼합형’이 31.6%였다. 둘째, 학습목표 행위동사를 분석한 결과, 가장 빈도가 높은 동사는‘이해하다’였으며, 다음으로 ‘함양하다’, ‘표현하다’, ‘습득하다’, ‘탐색하다’, ‘분석하다’, ‘파악하다’, ‘설명하다’, ‘해결하다’, ‘적용하다’, ‘설정하다’ 순이었다. 또한, 교양 학습 목표에는‘감상하다’, ‘공감하다’, ‘함양하다’, ‘성찰하다’, ‘이끌다’등 정의적 특성을 내포하는 행위동사가 포함된 것으로 나타났다. 셋째, Bloom의 분류체계에 따른 학습목표 분석에서도 교양교육이 인지적 영역과 더불어 인성⋅시민성⋅문화적 감수성 등 정의적 가치 함양을 교육목표로 반영하고 있음을 보여주었다. 이러한 연구결과는 대학교양 과목 수업계획서에 명시한 학습 목표에 대한 교수진의 인식과 실행 현황을 확인시켜주었고, 수업질 관리 역량 프로그램의 설계 및 실행에 시사점을 제공할 수 있다.

The purpose of this study was to examine the status of learning objectives described in university general education course syllabi and to analyze whether these learning objective statements are appropriate for the purpose of general education. To this end, the learning objectives described in the syllabus of 184 general education courses offered by University A in City G in the first semester of 2024 were analyzed to derive the status of learning objective statements and behavior verbs. The research results are as follows. First, the status of learning objective statements was as follows: 59.2% were ‘sentence type’, 20.1% were ‘bullet style type’, and 20.7% were ‘other statement type. Among the ‘other statement types’, ‘subject outline type’ was the most common at 57.9%, ‘instructor-centered type’ at 10.5%, and ‘mixed type’ stated in the subject outline and instructor language at 31.6%. Second, in the analysis of learning objective behavior verbs, the most frequent verb was ‘understand’, followed by ‘cultivate’, ‘express’, ‘acquire’, ‘explore’, ‘analyze’, ‘understand’, ‘explain’, ‘solve’, ‘apply’, and ‘build’. Also, the general education learning objectives were found to contain many behavior verbs such as ‘appreciate’, ‘empathize’, ‘cultivate’, ‘reflect’, and ‘lead’ which emphasize affective domains. Third, Bloom's analysis of learning objectives also showed that general education reflects the cultivation of affective domain of learning, such as personality, citizenship, and cultural sensitivity in addition to cognitive domains as its educational goals. These results could confirm the current status of university professors' awareness and implementation of the learning objectives stated in the general education course syllabus, and can provide implications for the design and implementation of quality management competency programs.