Bloom의 신교육목표분류학에 근거한 2015 개정 특수교육 기본교육과정 사회과 수업목표 분석

Abstract

ABSTRACT

A Study on the Analysis of Instructional Objectives in Social Studies of the Special Education Basic Curriculum Revised in 2015 Based on Bloom’s Revised Taxonomy of Educational Objectives

This study aims to examine how the instructional objectives in the social studies of special education basic curriculum which were revised in 2015 are composed of in terms of knowledge and cognitive process based on Bloom’s revised taxonomy of educational objectives and The concrete research topics are as: First, how are the instructional objectives of social studies in the special education basic curriculum revised in 2015 classified in elementary schools, based on Bloom’s Revised taxonomy of Educational Objectives? Second, how are the instructional objectives in social studies of the special education basic curriculum revised in 2015 classified in middle schools, based on Bloom’s Revised taxonomy of Educational Objectives? Third, how are the instructional objectives in social studies of the special education basic curriculum revised in 2015 classified in high schools, based on Bloom’s Revised taxonomy of Educational Objectives? Fourth, how are the instructional objectives of social studies in the special education basic curriculum revised in 2015 different according to elementary, middle and high schools, based on Bloom’s Revised taxonomy of Educational Objectives? The total 875 instructional objectives of social studies of a basic curriculum in the elementary, middle and high schools are analyzed and the results are as follows. First, factual knowledge takes the largest rate of instructional objectives of social studies in dimension of knowledge and both the instructional objectives of ‘remember’ and ‘understand’ take the largest rate in the cognitive process dimension in elementary schools. Second, factual knowledge takes the largest rate of instructional objectives in dimension of knowledge similarly and the instructional objective of ‘understand’ takes the top rate of instructional objectives of social studies in the cognitive process dimension in middle schools. Third, factual knowledge and the instructional objective of ‘understand’ take the top rate of instructional objectives of social studies respectively in high schools. Lastly, factual knowledge, however, takes the main part of instructional objectives of social studies in all basic curriculum, the rate of conceptual knowledge and meta-cognitive knowledge go up as the schools level increases upper and the rate of factual knowledge goes down conversely. In the cognitive dimension, the instructional objective of ‘remember’ takes as much importance as well as that of ‘understand’. The rate of the instructional objective of ‘remember’ goes down distinctively and the rate of the instructional objective of ‘understand’ goes up as the schools go up to middle and high schools. In addition, the rates of the instructional objective of ‘apply’ takes more in even very little rates. In conclusion, various and wide range of instructional objectives are more desirable in both knowledge and cognitive process dimension to enhance the way and the power of thinking of students learning special curriculums in every schools.