국가수준의 교육과정개발자들은 교육과정 문서에 담긴 그들의 의도가 교과서에 반영되고 수업을 통하여 구현될 것으로 기대하지만, 개발된 교육과정이 현장에서 실행되지 않고 방치되는 경우도 적지 않다. 이런 맥락에서 제7차 교육과정이 학교 현장에서 어떻게 실향되고 있느냐를 검토하는 것은 의의 있는 일이 된다.
The purpose of this study was to investigate the level of implementation of Mathematics in the 7th National Curriculum in the elementary schools. For this purpose, the following question was examined. Did teachers‘ academic and teaching career, and their training for 7th National Curriculum implementation have effects on the level of implementation of Mathematics in the elementary schools? To achieve this purpose, 309 teachers from 72 elementary schools in Busan Metropolitan City who taught mathematics to the third or the fourth grade students in 2001 or 2002 were surveyed . First, the results showed that teachers‘ teaching career had effects on judging the usefulness of the textbooks, and teachers’ career and training had interactive effects on student grouping in a class and in making curriculum renewal. Second, it was found that teachers‘ academic career and training had interactive effects on selecting their teaching methods and teaching aids, but teachers’ academic career and training did‘nt have any effects on promoting problem-solving ability. Third, it was identified that teachers‘ academic career and training had interactive effects on using the teaching aids in a class, but teachers’ academic career and training did‘nt have any effects on evaluation area.
1. 서 론 Ⅱ. 이론적 배경 Ⅲ. 연구방법 Ⅳ. 결 과 Ⅴ. 요약 및 결론 참고 문헌 Abstract
