Bloom의 신 교육목표 분류학에 근거한 2015 개정 고등학교 수학과 교육과정 성취기준 분석

초록

This study analyzed the achievement standards of 2015 revised high school mathematics curriculum, based on Bloom's revised taxonomy of educational objectives. The achievement standards stated in complex sentences were converted into short sentences, and the results of analysis on 316 achievement standards were obtained as follows. In terms of knowledge dimension, it was found that most standards were associated with both conceptual knowledge and procedural knowledge, but few standards with meta-cognitive knowledge. In terms of cognitive process dimension, it was found that most standards involved the processes of understand and apply, but few standards the processes of analyze, evaluate and create. Also the descriptions of the achievement standards were focused on specific verbs such as understand, know, and solve. These results suggest that the goals of mathematics education, associated with the alleged six core competencies, should not be appropriately reflected in the achievement standards of 2015 revised mathematics curriculum. It seems that the achievement standards need to be improved to ensure that students may experience higher levels of knowledge and thinking through a variety of inquiry learning and class activities.

키워드