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연구보고서

2022 개정 교육과정에 따른 초ㆍ중학교 교육과정 편성ㆍ운영 방안 (RRC 2023-4) Guidelines for the Planning and Implementation of Elementary and Middle School Curricula in accordance with the 2022 Revised National Curriculum

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보고서명2022 개정 교육과정에 따른 초ㆍ중학교 교육과정 편성ㆍ운영 방안 (RRC 2023-4) 보고서명(영문)Guidelines for the Planning and Implementation of Elementary and Middle School Curricula in accordance with the 2022 Revised National Curriculum

책임자 이주연
소속기관한국교육과정평가원
내부연구참여자
외부연구참여자
발행기관 한국교육과정평가원
ISBN979-11-6846-291-5 93370
출판년도2023
페이지576
보고서유형 기본연구보고서
연구유형 정책
표준분류 교육 > 초중고교육
자료유형연구보고서
공공누리유형 4유형 (출처표시+상업적이용금지+변경금지)
주제어2022 개정 교육과정

◈ 연구의 추진 배경 및 목적
미래 사회의 변화에 따라 국가교육과정을 개정해야 할 필요성이 논의되면서 2022년 12월 22일에 2022 개정 교육과정이 개발ㆍ고시되었다. 2022 개정 초ㆍ중학교 교육과 정에서 새롭게 시도된 변화들이 개정의 취지에 따라 학교에서 구현되기 위해서는 관련된 세부 쟁점들을 확인하고 그에 따른 학교 교육과정 편성ㆍ운영 방안을 모색할 필요가 있다. 본 연구는 2022 개정 초ㆍ중학교 교육과정의 주요 변화 사항을 명료화하고 이를 학교 교육과정으로 편성ㆍ운영하는 방안을 모색함으로써, 단위학교에 확대된 교육과정 자율성을 내실 있게 실행할 수 있도록 지원하는 데 목적이 있다.
◈ 2022 개정 교육과정에 따른 초ㆍ중학교 교육과정 편성ㆍ운영의 관점 및 주요 고려 사항 탐색
본 연구는 2022 개정 교육과정에서 강조한 학교 교육과정 설계의 관점에서 초ㆍ중 학교 교육과정 편성ㆍ운영 방안을 모색하며, 학교 교육과정 설계의 원칙으로서 ‘맥락 성’, ‘지역성’, ‘전문성’, ‘민주성’을 강조하였다. 또한 2022 초ㆍ중학교 개정 교육과정의 주요한 변화 사항을 (1) 학교자율시간의 도입, (2) 진로연계교육의 도입, (3) 디지털 소양 교육 강화, (4) 초등학교 저학년 안전교육 개선, (5) 초등학교 입학초기적응 활동의 개선, (6) 초등학교 저학년 신체 활동 강화, (7) 중학교 자유학기 개선, (8) 중학교 학교스포츠클럽 활동 개선의 8개로 선별하고, 이러한 8개 변화 사항별로 학교 교육과정 편성ㆍ운영 방안을 탐색하기로 하였다. 이를 위해 주요 변화 사항별로 2022 개정 교육과정 총론의 지침을 분석하고 학교 교육과정을 설계하고 편성ㆍ운영할 때 고려해야할 주요 사항을 도출하였다.
◈ 2022 개정 초ㆍ중학교 교육과정 편성ㆍ운영에 대한 사례 연구
2022 개정 교육과정의 편성ㆍ운영 사례와 쟁점 등을 살펴보기 위해 개정 교육과정의 주요 변화 사항을 미리 시범 적용하고 있는 교육과정 연구학교 8개교를 대상으로 사례 연구를 실시하였으며, 분석 결과는 다음과 같다. 첫째, 사례 연구 학교에서는 학교 자율시간을 집중형으로 편성하고 정보 교육이나 시민교육, 생태ㆍ환경 교육 등으로 운영하고 있었으며, 학교자율시간의 새로운 과목ㆍ활동을 개발해야 하는 부담을 호소하며 학교자율시간에 대한 교사 연수 및 사례 개발ㆍ보급 등의 지원을 강조하였다. 둘째, 사례 연구 학교에서는 학교급이 전환되는 시기에 집중적으로 진로연계교육을 편성하는 것으로 나타났으며, 입학 초기 학교생활 적응, 상급 학교 생활 및 학습 준비, 상급 학년 생활 및 학습 준비, 진로 탐색, 고등학교 진학 준비 등의 내용으로 운영하고 있었다. 셋째, 사례 연구 분석 결과 디지털 기초 소양과 정보 교과의 관계를 명확히 안내할 필요가 있으며, 디지털 기초 소양 교육을 위해서는 교사의 디지털 역량과 디지털 교육을 위한 물리적 환경 구축의 중요성이 강조되었다. 넷째, 사례 연구 학교에서는 2022 개정 교육과정에서 통합교과 수업을 통해 안전교육을 운영함으로써 통합교과의 주제 수업 안에서 학생들의 삶과 연계한 안전교육이 이루어질 수 있을 것이라는 기대를 가지고 있었으며, 체험과 실습 중심의 안전교육이 강화될 필요성을 강조하였다. 다섯째, 연구학교 교사와 학생, 학부모는 입학초기적응 활동의 축소된 창의적 체험활동(34시간)을 통해서는 학생의 교우 관계 형성과 인성ㆍ사회성 교육, 심리ㆍ정서적 지원을 위한 교육이 이루어져야 한다는 의견을 제시하였다. 여섯째, 사례 연구의 학교에서는 초등학교 저학년 신체 활동 강화의 필요성에 대해 깊이 공감하는 반면, 아직까지 그에 대한 명확한 개념 이나 구체적 시행 방안에 대한 이해는 부족한 것으로 나타났다. 일곱째, 사례 연구 결과 자유학기 운영 내실화의 의미와 범위를 더욱 명확하게 안내할 필요가 있고, 이를 위해서는 학생 선택을 촉진하는 자유학기 활동 및 학생 참여형 수업, 지역사회 체험장의 체험활동 등에 방점을 둔 자유학기 운영이 강조되었다. 여덟째, 사례 연구의 학교에서는 중학교 학교스포츠클럽 활동의 목적 및 취지 자체에는 공감을 표하면서도, 학교 교육과정 운영상의 어려움 발생 등의 이유로 개정 교육과정의 시수 축소를 환영하는 양가적 태도를 보였다.
<이하 원문참조>

❏ Background and Study Objectives
The need to adapt the national curriculum to meet the evolving demands of future society has been widely discussed. In response, the 2022 Revised National Curriculum was developed and officially announced on December 22, 2022. To effectively integrate the novel changes brought about by the 2022 Revised Elementary and Middle School Curricula, it is crucial to identify specific relevant issues and establish guidelines for crafting and executing school curricula that align with these changes. This study's primary objective is to elucidate the key updated issues within the elementary and middle school curricula outlined in the 2022 Revised National Curriculum. It also aims to devise strategies for implementing these changes within the educational framework. Ultimately, the goal is to assist individual schools in effectively implementing the expanded autonomy in curriculum management provided by the 2022 Revised National Curriculum.

❏ Exploring Perspectives and Key Considerations in the Planning and Implementation of Elementary and Middle School Curricula According to the 2022 Revised National Curriculum
This study seeks to delve into the planning and execution of elementary and middle school curricula from the perspective emphasized in the 2022 Revised National Curriculum. It underscores the principles of "contextuality," "locality," "professionalism" and "democracy" as guiding factors for curriculum design.
Furthermore, it identifies the significant changes introduced in the 2022 Revised Elementary and Middle School Curriculum, including (1) the introduction of school autonomy time, (2) the integration of career-relevant education, (3) the enhancement of digital literacy education, (4) revisions in safety education for lower-grade elementary students, (5) enhancements in initial adjustment programs for lower-grade elementary students, (6) reinforcement of physical activities for lower-grade elementary students, (7) improvements in the free learning semester system for middle schools, and (8) enhancements in school sports club activities for middle schools. To address these changes, the study analyzes the guidelines provided in the 2022 Revised National Curriculum for each of these eight major changes. It also pinpoints key considerations that should be taken into account when designing, planning, and implementing school curricula based on these guidelines.

❏ Case Study on the Planning and Execution of the 2022 Revised Elementary and Middle School Curricula
To scrutinize the cases and pivotal issues related to the planning and execution of the 2022 Revised Elementary and Middle School Curricula, a case study was conducted involving eight selected educational research schools that had implemented the major changes introduced in the revised curriculum. The findings are as follows: Firstly, in these case study schools, school autonomous hours were predominantly organized in a concentrated format, focusing on subjects such as information education, citizenship education, and ecological environment education. The schools emphasized the need to develop new subjects and activities for school autonomous hours, as well as provide teacher training and support for the effective implementation of school autonomous hours. Secondly, the case study schools placed significant emphasis on organizing career-relevant education during the transition period between school grades.
This education encompassed themes like initial adjustment to school life, preparation for upper-grade school life and learning, exploration of career options, and preparation for high school enrollment. Thirdly, there was a pronounced emphasis on the relationship between digital literacy and information education, underscoring the importance of enhancing teachers' digital competencies and creating the requisite physical infrastructure for digital education. Fourthly, due to changes in safety education for lower-grade elementary students, there was an expectation that integrated subject thematic lessons would incorporate safety education relevant to students' daily lives, with discussions centered on the necessity of experiential and practical safety education to enhance their understanding and application of safety principles in real-life situations. Fifthly, it was stressed that reduced creative experience activities during initial adjustment activities should foster peer relationship formation, character development, social skills education, and psychological and emotional support. Sixthly, while there was strong agreement on the need to enhance physical activities for lower-grade elementary students, there was a lack of a clear understanding of the concept and specific implementation strategies. Seventhly, there was a need for clearer guidance regarding the meaning and scope of the free learning semester system, with an emphasis on activities that promote student choice, student participation in classes, and the use of facilities in the local community. Lastly, in the case study schools, there was sympathy for the goals and objectives of middle school sports club activities, but a dual attitude was observed, with some welcoming the reduction of lesson hours in the curriculum due to difficulties in curriculum management.

❏ Survey Analysis on the 2022 Revised Elementary and Middle School Curricula
To assess perceptions and support demands regarding the significant changes in the 2022 Revised Curriculum, a survey and semantic network analysis were conducted among teachers, students, parents of elementary and middle schools, as well as educational professionals in 17 regions nationwide. Firstly, there was a generally positive perception of the need to introduce school autonomy time, with an expectation that it would bring autonomy and diversity to the school curriculum. Students' demands and content relevant to future needs were emphasized for its operation. Secondly, there was a positive perception of the need for career-relevant education, with expectations that it would assist in preparing students for upper-grade school life, learning, and career exploration. Differences were noted in the timing of when schools believed this education was needed, varying by school grade and year. Thirdly, there was a high level of agreement regarding the importance of digital literacy education. The establishment of information systems and systematic training enhancement were also emphasized. Fourthly, respondents expressed that safety education for lower-grade elementary students would be most effective when integrated into thematic lessons. There was a strong emphasis on experiential and practical safety education, as well as the need for facilities and external support. Fifthly, the introduction of early adjustment activities through integrated curriculum, Korean language, and creative experiential activities in the revised curriculum was perceived positively. Respondents highlighted the importance of these activities for school understanding, adjustment to school life, and peer relationship formation. Sixthly, there was a general consensus on the need to enhance physical activities for lower-grade elementary students, with a preference for physical education and ball sports during regular class hours. Seventhly, respondents had a high level of empathy for measures aimed at strengthening the free learning semester system in the revised curriculum. Suggestions included reflecting students' preferences in activity selection, offering diverse career exploration opportunities, and focusing on student-participatory teaching methods during the free learning semester. Eighthly, there was generally positive agreement regarding the restructuring of school sports club activities in the revised curriculum, including clarification of goals, reduction of hours, and the consensus that cooperative team sports were considered the most appropriate instructional content for school sports club activities. Additionally, semantic network analysis was conducted for each of the eight major revision items, revealing key themes and relationships among keywords, providing valuable insights based on survey participants' perspectives.

❏ 2022 Revised Elementary and Middle School Curriculum Development and Operation Guidelines
This study presents educational curriculum development and operation models for eight major changes in the 2022 Revised Elementary and Middle School Curriculum, along with practical examples applying these models. Firstly, concerning school autonomy time, this project proposes organizing models (fixed, concentrated, mixed) and operational models (curriculum-integrated, single-subject-based, project-based). Additionally, it provides procedures and schedules for organizing and operating school autonomy time, along with four examples of how to implement subjects and activities during autonomous school hours. Secondly, for career-relevant education, this project introduces organizing models (single-subject linked, curriculum-integrated linked, creative experiential activity linked, separately scheduled hours linked) and operational models (early adaptation, upper-grade preparation, career exploration, high school preparation) for career-relevant education, as well as a comprehensive curriculum model for career-relevant education. This study created four examples for implementing career-relevant education. Thirdly, for digital literacy education, this project proposes concentrated and subject-related models of digital literacy, along with examples tailored to the characteristics of each school level. Fourthly, regarding safety education for lower-grade elementary students, this study draws organization models (fixed, concentrated) and operational models (curriculum-integrated focus, curriculum-integrated and creative experiential activity linked), providing two examples applying these models for organization and operation. Fifthly, for early adjustment activities in lower-grade elementary school, this project establishes three model types (psychological, emotional, and relational focus; school adaptation focus; literacy focus) and develops two examples applying these models.
Sixthly, models for enhancing physical activities in lower-grade elementary school are developed, including ‘Pleasant Life’ subject-linked form, curriculum integration form with integrated subjects, and subject and creative experience activity linked form with the subject ‘Pleasant Life’ and creative experience activities. Examples applying these models are provided. Seventhly, for middle school free learning semesters, this study proposes models with a career-oriented model and a subject-oriented model, each with corresponding examples.
Lastly, for middle school sports club activities, this project develops models categorized into four types (regular daily, bi-weekly, concentrated, full-day) with distinctive features, along with corresponding examples.

❏ Policy Recommendations
In order to organize and operate the school curriculum in elementary and middle schools, considering the purpose and main changes of the 2022
revised curriculum, various support policies need to be established. Based on the results of a previous study, this research proposes the following four policies: First, regarding the school autonomy time newly introduced in the 2022 revised curriculum, this project proposes simplifying the approval process for newly established subjects and activities, and streamlining the approval tasks of the provincial and metropolitan Offices of Education for these subjects. Second, to implement the purpose of the 2022 revised curriculum, this study suggests establishing guidelines for organizing and operating the provincial and metropolitan curriculum from the perspective of curriculum design, and proposes customized support measures based on curriculum data.
Third, to guide the changes in the 2022 revised curriculum and support the organization and operation of the school curriculum, it is recommended to strengthen teacher professionalism, distribute guidance materials and examples through online platforms, and develop tools or systems for curriculum implementation. Fourth, to support the organization and operation of the revised curriculum, it is proposed to build a cooperative network with the local community and strengthen the connectivity between the national curriculum and local community space projects.

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