지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of this study is to undertake a review of the current characteristics, objectives and contents based curriculum on Environmental Education and to suggest the need to orient it towards competence orientation. The study surveys the 6th, 7th, 2007 revised and 2009 revised national curriculums in terms of their characteristics, objectives, contents and distinct features, and it concludes in suggesting an alternative competence model. Therein the concept of competencies in curriculum development has been introduced, and the implication on Environmental Education in particular has been described.
The current curriculum on Environmental Education utilizes characteristics and objectives proposed by various international associations without criticism and modification. Seemingly it tends to imply a linear learning model of ‘knowledgeattitude-behavior’, assuming that contents- and activity-oriented statements in a curriculum lead to achieve specific ways of behaviour for the Environment. The criteria for such an achievement seem to be vague and lack of a logical connection in such a linear learning model.
Competence, proposed as an alternative in this study, exceeds the idea of observable behaviors because it specifies internal prerequisites of a person in aspects of cognition, motivation, beliefs and attitudes. Competence uses situations as point of departure. Situations allude to integrate of all the above aspects of competencies so that students can effectively apply theoretical and practical knowledge in real-life situations concerning environmental problems. Competence can be performed and learned in concrete to-dos from a learner. Those to-dos can be more clearly specified within academic concepts of school in an environmental curriculum. Such descriptions of to-dos in competencies help teachers to organize a form of teaching which enables students to learn what they can do in a classroom environment in respect to what they can do in real life situations. Though the concept of competence makes use of actual situation as starting point. This seems to be the crucial argument for an environmental curriculum that focuses on students developing and enhancing competencies in complex and uncertain situations which will require appropriate responses
developing and enhancing competencies in complex and uncertain situations which will require appropriate responses in the their future.
The current curriculum on Environmental Education utilizes characteristics and objectives proposed by various international associations without criticism and modification. Seemingly it tends to imply a linear learning model of ‘knowledgeattitude-behavior’, assuming that contents- and activity-oriented statements in a curriculum lead to achieve specific ways of behaviour for the Environment. The criteria for such an achievement seem to be vague and lack of a logical connection in such a linear learning model.
Competence, proposed as an alternative in this study, exceeds the idea of observable behaviors because it specifies internal prerequisites of a person in aspects of cognition, motivation, beliefs and attitudes. Competence uses situations as point of departure. Situations allude to integrate of all the above aspects of competencies so that students can effectively apply theoretical and practical knowledge in real-life situations concerning environmental problems. Competence can be performed and learned in concrete to-dos from a learner. Those to-dos can be more clearly specified within academic concepts of school in an environmental curriculum. Such descriptions of to-dos in competencies help teachers to organize a form of teaching which enables students to learn what they can do in a classroom environment in respect to what they can do in real life situations. Though the concept of competence makes use of actual situation as starting point. This seems to be the crucial argument for an environmental curriculum that focuses on students developing and enhancing competencies in complex and uncertain situations which will require appropriate responses
developing and enhancing competencies in complex and uncertain situations which will require appropriate responses in the their future.
목차
ABSTRACT
Ⅰ. 서론
Ⅱ. 이론적 배경: 우리나라『환경』과 교육과정의 발달 이해
Ⅲ. 연구 목적과 방법
Ⅳ. 환경 교육과정에 대한 고찰
Ⅴ. 역량 기반『환경』과 교육과정의 방향
Ⅵ. 결론
참고문헌
참고문헌 (66)
참고문헌 신청
1. [기타자료] - 교육부 / 1992 / 교육부 고시 제1992-19호 교육과정 중학교 환경 교육과정 / 교육부
2. [기타자료] - 교육부 / 1992 / 교육부 고시 제1992-19호 교육과정 고등학교 환경 과학 교육과정 / 교육부
3. [기타자료] - 교육부 / 1997 / 교육과학기술부 고시 제1997-15호 고등학교 생태와 환경 교육과정 / 교육부
4. [기타자료] - 교육부 / 1997 / 교육과학기술부 고시 제1997-15호 중학교 환경 교육과정 / 교육부
5. [기타자료] - 교육인적자원부 / 2007 / 교육과학기술부 고시 제 2007-79호 고등학교 환경 교육과정 / 교육인 적자원부
2. [기타자료] - 교육부 / 1992 / 교육부 고시 제1992-19호 교육과정 고등학교 환경 과학 교육과정 / 교육부
3. [기타자료] - 교육부 / 1997 / 교육과학기술부 고시 제1997-15호 고등학교 생태와 환경 교육과정 / 교육부
4. [기타자료] - 교육부 / 1997 / 교육과학기술부 고시 제1997-15호 중학교 환경 교육과정 / 교육부
5. [기타자료] - 교육인적자원부 / 2007 / 교육과학기술부 고시 제 2007-79호 고등학교 환경 교육과정 / 교육인 적자원부
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UCI(KEPA) : I410-ECN-0101-2014-560-003096335