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핀란드 가정과 교육과정의 역량 기반 교육과정 사례 연구A Case Study on Competence-based Curriculum in Finnish Secondary Home Economics Curriculum

Other Titles
A Case Study on Competence-based Curriculum in Finnish Secondary Home Economics Curriculum
Authors
양지선
Issue Date
Dec-2019
Publisher
한국가정과교육학회
Keywords
핀란드 교육과정(Finland curriculum); 가정과 교육과정 (home economics curriculum); 역량 기반 교육과정(competence-based curriculum); 핵심역량(key competence); 횡단적 역량(transversal competences)
Citation
한국가정과교육학회지, v.31, no.4, pp 19 - 39
Pages
21
Journal Title
한국가정과교육학회지
Volume
31
Number
4
Start Page
19
End Page
39
URI
https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/3894
DOI
10.19031/jkheea.2019.12.31.4.19
ISSN
1225-1488
2713-7147
Abstract
The purpose of this study is to explore the main characteristics regarding of implicating competence-based curriculum in Finland’s home economics curriculum by analyzing curriculum documents and related literature. The research findings are categorized into four main characteristics. First, home economics in Finland belongs to the 7-9 grades. The key content areas are composed of ‘food knowledge & skills and food culture’, ‘housing & living together’ and ‘consumer & financial skills’ at an integrated approach. Secondly, the subject competences of home economics are not presented; however, the general objectives of transversal competences are defined in Finland’s curriculum document. Transversal competences describe the aspects of the objectives that are emphasized in grades 7-9 and strengthens the connectivity with each subject. Thirdly, the objectives of home economics included in the instructions in Finland consist of a content system that links learning skills, content areas, and transversal competences. Both learning skills as a role of subject competences and content areas as objectives support teachers who restructure an curriculum. Fourth, in terms of achieving subject objectives, the assessment criteria in Finland home economics is to evaluate the achievement of good knowledge and skills through actual performance. Based on the research findings, the main features of the revised curriculum in Finland include encouragement of flexibility in education systems and learner’s uniqueness in schools. If the implementation of subject competences in home economics is to be strengthened, it is necessary to intergrate the knowledge and competence, require a curriculum system for implements' subject competence, carryout assessment as learning to learn, and facilitate school community and teacher community for deeper co-operation.
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