1Research Scholar, Department of Curriculum, Korea Institute for Curriculum and Evaluation, Seoul, Korea
2Professor, Department of Education, Hankuk University of Foreign Studies, Seoul, South Korea
*Corresponding Author: Sahoon Kim, Professor, Department of Education, College of Education, Hankuk University of Foreign Studies, Seoul, 02450, South Korea, E-mail: kimsh@hufs.ac.kr,
Online published on 21 September, 2018.
This study aims for developing direction and manuals of producing curriculum documents. We investigated the direction of curriculum development based on the goal of the 2015 national curriculum amendment of Korea. In addition, we produced both a common and specific guideline for the development in curriculum in order to achieve the purpose of this study.
Research on bibliography, expert meeting, workshop, discussion and open discussion were conducted to achieve our purpose. Research on bibliography was based on previous studies on curriculum and document system, curriculum organization, previous studies on development, previous studies on core competency and previous studies on the direction for curriculum amendment. Moreover, expert meetings were held more than twice every month for eight months on major issues in curriculum, principle of constitution and development orientation.
Core competency is expressed in characteristics of the curriculum in order to reflect it in the curriculum. If necessary, we describe the objective of curriculum by considering core competency. First, it is noted that individual subject should express core competency factors and be dealt with on the overall curriculum. Second, individual subject can describe in association with core competency while writing “objective” if necessary. At this point, it is not necessary to note it as “ability, ” yet it is allowed to write by including competency factors. Third, individual subject expresses core competency associated with “content system” basically by respecting logical structure and basic type. Fourth, individual subject should suggest practical instruction methods based on cooperative, solution-oriented and various experiences helpful for developing core competency in the category of teaching and learning. Fifth, individual subject should give account on alternative qualitative evaluation reflecting the characteristics of core competency based on the fact that various evaluations, particularly visible and quantitative measurement is unavailable.
This study suggests a proposal and example for reflecting core competency in terms of producing curriculum documents. Our study will be an exemplary research on reflecting essential capabilities in which various countries are interested.
Core Competency, Curriculum Development, National Curriculum, Subject Curriculum, Korea Curriculum
