미국 Alverno 대학의 능력중심교육과정(Ability-Based Curriculum) 사례 연구

• 영문명: A Case Study on the Ability-Based Curriculum of Alverno College in the United States
• 발행기관: 학습자중심교과교육학회
• 저자명: 최미리
• 간행물 정보: 『학습자중심교과교육연구』제7권 2호, 309~339쪽, 전체 31쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.12.30

국문 초록

본 연구는 대학의 교양교육과 전공교육을 통합적으로 이끌어가는 자유교육(liberal education)의 원리로 능력중심교육과정(ability-based curriculum)을 성공적으로 운영해 온 미국의 Alverno 대학을 연구사례로 선정하였다. 본 연구는 Alverno 대학이 추구하는 능력중심교육과정의 철학적 가정과 이론적 근거를 분석하고, 능력중심교육과정이 운영되어 온 실제의 과정과 사례를 면밀히 검토하여 제시함으로써 한국 대학이 새로운 환경적 요구와 사회적 기대를 반영하여 학부교육의 목적과 교육과정을 개혁하는데 필요한 원리와 방향을 제시하는 것을 목적으로 하였다. 대학교육의 책무성이 강조되는 오늘날 대학들은 교육을 통해 달성하고자 하는 목표를 명확히 진술하고, 이에 입각하여 교육과정을 고안하며, 나아가 교육목표로 설정한 능력이 학습결과를 통해 식별 가능하게 나타났는지를 평가하는 과정을 통해 학생들의 실질적인 능력을 배양하는데 주력하여야 함을 제언하였다.

영문 초록

This is a case study on the \ Ability-Based Curriculum\ of Alverno College at Milwaukee in the United States. This study examined the goals, the contents, the structure, the management, and the assessment of Ability-Based Curriculum. Based on the findings of this study, the following recommendations are proposed. First, Alverno College stated outcomes of liberal education as abilities or skills, not knowledge accumulated. The general abilities identified by Alverno College is central to approach to major as well as general education. It means that the goal of general education is not different from that of major, and suggests that the goal of liberal learning should be achieved in every course through collaboration of all members of a university. Second, Alverno College does not use standardized tests and traditional exams. They developed the student assessment-as-learning. Faculty and other trained assessors observe and judge a student\ s performance based on explicit criteria. Their feedback, as well as the reflective practice of self assessment by each student, helps to create a continuous process that improves learning and teaching, and integrates it with assessment. It suggest that teaching, learning, and assessment should be integrated process to foster student abilities. Third, Alverno College emphasizes that students should be able to do something with what they know. Their eight abilities concepts create an effective and practical learning experience. Alverno College believes that the lessons students learn are applicable in real life, and they become part of who they are. It suggests that college classes should encourage student make performance to apply their disciplinary knowledge in real issues, analyse the situation, solve problems, make decision for values, expand their perspectives toward the world, effectively present and communicate all of these achievement and experiences, and eventually use the abilities integrated in real life. Fourth, all of members and departments of Alverno College are very deliberately cooperate for student abilities, development and assessment. And faculty requires students to develop specific abilities in disciplinary and interdisciplinary contexts, encouraging every student in the college to transfer learning independently. It suggests that active interaction in disciplines, departments, and faculty is needed for a student learning and a college\ s accountability, under the strong academic leadership. Those suggestions drawn from the ability-based curriculum of Alverno College show general principles and directions for innovation of Korean universities\ curriculum. However, in order to apply the model of this small liberal arts college to middle or large-sized institutions in Korea, further research is needed. Nevertheless, in small-sized programs such as some majors, general eduction, or a teacher education program, this model might be applicable. And also each faculty, in small or middle-sized classes, would be able to apply this model selectively in redefining teaching and learning goals in terms of abilities, developing teaching method and assessment, student self-assessment, and assessment-as-learning and specific feedback. Conclusively, the educational goal that we have to persue in a college is to make a student to be an independent lifelong learner in the worlds of work, family, and civic community, self-assessing their own performance accurately. For this purpose, colleges should redefine education in terms of abilities, develop unique curriculum, and make the process of teaching, learning and assessment to serve for student performance and outcome.

목차

I. 서론

Ⅱ. 본론

Ⅲ. 결론

참고문헌

키워드

능력중심교육과정 학생평가 학습 성과 수행 자유교육