융복합 교육을 위한 내러티브 교육과정에 관한 연구 : 문화 다양성 미술 수업을 중심으로

초록

This study starts on the premise that convergence education aims at creative knowledge formation through active interaction between the teacher and students. Additionally, the emphasis is given on the importance of the teacher as curriculum designer and meaning maker. In this regard, this paper discusses the possibility of exploring and developing curriculum through an art teacher’s stories by focusing on narrative inquiry as a theoretical framework of curriculum development. First, the concepts of narrative thinking and curriculum design are discussed in the context of convergence education. Based on the literature review on the narrative inquiry methods, the cultural diversity unit of a high school art teacher is represented as a case study of narrative curriculum design. The significance of this study can be found in its attempt to propose a concrete process of narrative curriculum development based on the conceptual foundation of convergence education and narrative inquiry.

키워드