Analysis of continuity between the current 2015 revised national curriculum standard and the subject-area curriculum

Abstract

Objectives The purpose of this study is to analyze the continuity between the current 2015 revised national curriculum standard and the subject-area curriculum. The current 2015 revised curriculum standards put an emphasis on the composition of the curriculum and presupposes the direction of teaching, learning, and evaluation in the organization and operation of the school curriculum. Considering that standards plays the same role like the constitution in school education activities, it is necessary to closely connect the development and operation direction of each curriculum presented in ‘emphasis of curriculum composition’, ‘teaching and learning’, and ‘evaluation’ with all the subject-area curriculum’s direction of ‘teaching⋅learning’, and ‘evaluation’.
 Methods This study has analyzed the continuity between the current 2015 revised curriculum standards and the evaluation criterion of the elementary school’s Korean language and mathematics subjects. So, the evaluation criterion presented in the standards was first analyzed, and then the evaluation criterion for Korean and mathematics subjects were reviewed. Lastly, based on these reviews, the evaluation criterion were analyzed according to the criterion of continuity and actual situation was examined.
 Results As a result, it was found that there was a gap between the evaluation method⋅precautions and the evaluation direction. In particular, educational goal-education content-teaching⋅learning-evaluation consistency, and the use of evaluation results showed insufficient connection with curriculum improvement, descriptive evaluation, and essay evaluation. Therefore, it can be said that it is necessary to apply it through the recomposition of evaluation standards that strengthen the connection with the standards in the operation of the curriculum. Also, in the case of presenting the evaluation criterion, there were cases where the evaluation method with the same meaning was presented in different terms.
 Conclusions So, it is necessary to have overall unity and comprehensive completeness so that there is no difference in interpretation through constant discussion and conversation between curriculum developers. Among the curriculum standards, students' academic achievement standards can function as goals for managing educational outcomes. Therefore, the evaluation criteria presented in the curriculum should be presented more clearly so that it can play a role in presenting the direction of teaching and learning.