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SCOPUS 학술저널

교육청 중심 음악영재 교육과정의 현황

Analysis of the operational state of the curriculum for musically gifted students

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본 연구의 목적은 영재교육진홍법의 제정과 시행 이후 시작된 교육청 중심 음악영재 교육기관의 2009년도 교육과정을 분석하고 그 문제점과 개선방안을 모색하고자함에 있다. 분석은 한국교육개발원에서 개발한 영재교육과정의 6가지 준거에 따라 조사자료들에 대한 양적·질적 분석을 통해 실시하였으며, 분석결과 음악영재교육과정의 전체적인 체계의 부재, 학생들의 개별적 요구에 따른 선택적 개방형 교육과정의 부족, 학생의 자발적 참여를 유도하는 교수학습 방법의 부재 등이 문제점으로 드러났다.

The educational objectives of the curriculum for the musically gifted are to develop their own potential through the enrichment of subject matters. In addition, the curriculum should have objectives to develop the abilities and attitude of leading the stream of social change, and enhance responsibilities which can establish the social and ethical consciousness. In this study, the current operational state of curriculum of gifted educational institutes in music area is analysed in line with the general guideline for the gifted curriculum which is developed by KEDI(1999). The general guideline is composed with 6 criteria: the gifted education curriculum should include the enrichment programs for developing student`s expertise, the programs to enhance student`s social and ethical responsibiliy, the programs to foster student`s creativity, and it should be the student-centred curriculum to strengthen student`s autonomy and self-confidence, the process and activities-centered curruculum, and open curriculum with enough flexibility. The key findings of analysis are identified by follows: the lack of standards for program designed for gifted and talented students in music, the lack of flexible grouping of gifted learners for instruction and optional curriculum designed for the diverse individual needs of the gifted students, the lack of traditional teaching and learning methods dominated by teacher`s authority.

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