한국학교수학회논문집 (Journal of the Korean School Mathematics Society)

  • 제27권2호
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  • Pages.197-219
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  • 2024
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  • 1229-0890(pISSN)
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  • 2713-4350(eISSN)
한국학교수학회 (The Korean School Mathematics Society)
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2007 개정부터 2022 개정 초등수학 교육과정까지 수와 연산 영역의 성취기준에 포함된 수행동사에 대한 분석

Analysis of performance verbs on achievement standard in number and operations area of revised elementary mathematics curriculum from 2007 to 2022

  • 투고 : 2024.04.09
  • 심사 : 2024.06.07
  • 발행 : 2024.06.30
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 Bloom의 신교육목표분류체계에 기반해서 모든 개정 초등수학 교육과정의 수와 연산 영역에서 성취기준에 포함된 수행동사를 유목별로 분류하고 종단적으로 분석하였다. 이에 따른 분석 결과는 다음과 같다. 첫째, 모든 개정 초등수학 교육과정의 수와 연산 영역에 포함된 성취기준(210개)의 총 개수보다 수행동사(262개)의 총 개수가 더 많았다. 둘째, 수와 연산 영역 전체에서 나타난 인지과정 차원의 유목은 대체로 이해하다, 적용하다, 기억하다, 창안하다, 분석하다의 순이었다. 셋째, 개정 초등수학 교육과정의 수와 연산 영역 전체에서 '평가하다' 유목은 존재하지 않았고, '분석하다'와 '창안하다' 유목의 비율은 크지 않았다. 위와 같은 결과로부터 성취기준에 정의적 영역의 수행동사들이 진술될 필요가 있으며, 나아가 도형과 측정, 변화와 관계, 자료와 가능성과 같은 다른 내용 영역의 수행동사에 대한 분석을 후속연구로 제안하는 바이다.

Based on Bloom's new educational goal classification system, the performative verbs included in the achievement standard of the revised elementary mathematics curriculum were classified by subject and analyzed longitudinally. The results are as follows. First, total number of performative verbs(262) was greater than the total number of achievement standard(210). Second, the cognitive process dimension that appeared throughout the number and operations areas was in the following order: understand, apply, remember, invent, and analyze. Third, In the entire number and operations areas, the 'evaluate' topic did not exist, and the ratio of the 'analyze' and 'invent' topics was not large. From the results above, it is necessary to state performative verbs in the definitional area as functions, and suggest analysis of performative verbs in other reas such as geometry and measurement, change and relationship, data and possibility as follow-up research.

키워드

참고문헌

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