교과교육과정의개선방향은기존교육과정의성과및문제점,현장의요구에대한심층적인분 석을바탕으로모색되어야한다.본연구는설문조사를통하여2009개정영어과교육과정에대한 중고등학교교사들의인식과개선요구를파악하고,향후영어과교육과정의개선방향에대한시 사점을얻고자하였다.전국240개중고등학교를대상으로오프라인설문조사를실시하였으며,영 어과교육과정의‘목표’, ‘내용’, ‘교수?학습방법’, ‘평가’의적절성에대한교사들의인식과요구를 조사하였다.최종적으로224명의중고등학교교사들이설문에응답하였으며,본연구의주요결과 는다음과같다. 1)미래사회변화에대처하기위한영어교육및영어과교육과정의방향으로서다 양한 영어사용자들과의 의사소통 능력에 대한 강조는 지속되어야 하며, 현행 교육과정의 목표는 적절한것으로인식되었다. 2)학습내용의양과수준은적절한편이지만말하기와쓰기의학습량 은 다소 적은 것으로 인식되어, 학생들이 경험하는 의사소통 기회의 양과 질을 개선할 필요가있 다. 3)성취기준의명료성에대한인식은상대적으로낮은편이었으며,성취기준과의사소통기능 등주요내용요소들간의연결성을명시하는방안을모색할수있다. 4)대폭증대된내용에도불 구하고교수?학습방법과평가의현장적합성에대한인식정도는높지않았으나, 구체적이고실 질적인정보를포함하는것에대한상반된의견도있었다.
Any attempts to innovate a subject curriculum should be based on a thorough analysis of the strengths and limitations of the previous curriculum as well as the needs of school teachers. The purpose of this study was to investigate how secondary school English teachers perceive the 2009 National English Curriculum and what they think needs to be changed to innovate it. The study particularly examined teachers’ perceptions and needs concerning the goals, contents, teaching & learning methods, and assessment of the English curriculum. Two questionnaires by school levels were developed and administered to 240 secondary schools through stratified sampling, and a total of 224 teachers responded to the survey. The main findings of the study were as follows: 1) Given the demands for English education brought up by societal changes, developing students’ ability to communicate should continue to be emphasized in the next curriculum, and the goals of the current curriculum were considered to be appropriate as well; 2) The teachers perceived the level and quantity of learning contents to be appropriate overall, but they thought that the quantity of speaking and writing standards was less than desired, which means that more attention needs to be paid to innovating classroom practices towards communicative competence; 3) The results indicated that the content/performance standards need to be clarified so as to be more intelligible and informative for school teachers; 4) The teachers did not express a high level of satisfaction with what is presented in the sections of teaching & learning method and assessment. They also held differing views on how specific information needs to be included.
I. 연구의 필요성 및 목적 II. 이론적 배경 III. 연구 방법 IV. 연구 결과 V. 결론 및 제언 참고문헌
