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경기도교육청, ‘학력향상 교육과정’으로 학생 책임교육 실현한다!

이귀선기자 | 기사입력 2024/02/21 [11:43]

경기도교육청, ‘학력향상 교육과정’으로 학생 책임교육 실현한다!

이귀선기자 | 입력 : 2024/02/21 [11:43]

[브레이크뉴스경기남부=수원 이귀선기자] 경기도교육청이 21일 학생 모두의 학력 향상을 강조하는 ‘학력향상 교육과정’ 운영 계획을 발표했다. 부서 간 힘을 합쳐 학생 책임교육 실현에 앞장서고 기본 인성과 기초 역량을 갖춘 미래인재를 키워나갈 방침이다.

 

이번 계획은 모든 학생의 학력 향상 지원을 위해 도교육청 내 학교 교육 담당 부서가 함께 머리를 맞대며 수립했다. ▲교육과정정책과 ▲교원인사과 ▲유아교육과 ▲특수교육과 ▲진로직업교육과 ▲융합교육정책과 ▲체육건강과가 협업해 유․초․중․고․특수․다문화 학생 등 도내 모든 학생의 균형적인 성장과 학력 향상을 함께 지원하도록 힘을 모은 것이다.

 

주요 내용은 ▲학력 진단 강화를 통한 학력향상 지원 ▲내실있는 학력향상 초‧중‧고 교육과정-수업-평가 실천 ▲유아의 기초‧기본역량 향상을 위한 맞춤형 교육과정 운영 ▲특수교육대상학생의 맞춤형 개별화 교육 운영 ▲다문화학생 대상 학력향상 지원책 마련 ▲기초체력 강화를 위한 체육활동 활성화 ▲진로․진학 평가역량 강화 지원 ▲학생의 학력향상을 이끄는 교원 역량 강화 등이다.

 

이를 위해 우선 체계적인 진단과 맞춤형 교육활동으로 학력 진단 강화를 위해 힘쓴다. 특히 책임교육 학년(초3, 중1)은 맞춤형 학업성취도 자율평가와 연계해 세밀한 진단검사 시행으로 학력향상을 위한 기반을 다진다.

 

또한 초등학교와 중학교를 졸업하는 시점에 갖추어야 할 ‘기본학력’을 마련하고, 평가도구 개발과 평가 결과에 따른 교육활동을 강화해 공교육의 책임교육 실현을 지원한다.

 

생애 첫 교육이 이뤄지는 유아기는 어느 때보다 기초‧기본 역량 형성이 중요한 시기이므로 개별 유아의 특성을 반영해 성장을 지원하는 ‘다(多) 맞춤형 교육과정’을 운영한다.

 

특수교육대상 학생을 위해서는 특수교육 3개년 계획에 따른 체계적인 지원과 함께 경기형 개별화교육 프로젝트를 활용해 사회통합 및 미래생활 역량을 강화한다.

 

다문화가정 학생에게는 성장단계별로 ‘진입형-적응형-성장형’의 3단계 맞춤형 학력향상을 지원한다. 이를 위해 한국어 집중교육, 기초학력 향상을 위한 다국어 교재보급, 진로와 연계한 맞춤교육 등을 추진한다.

 

학생 체육활동 활성화와 균형 있는 성장을 위해 ‘오아시스’ 아침 운동과 초․중․고 성장단계별 체육활동을 일상화해 추진한다. 학생 주도적 건강관리 역량을 높이고자 개별 맞춤형 운동처방 프로그램을 운영하고 다양한 종목의 학교스포츠클럽 활동을 확대 추진한다.

 

진로․진학 평가역량과 학생 사고력 및 학습역량 강화를 위해 고등학교 1, 2학년 대상 전국연합학력평가 선택 기회를 연 2회에서 4회로 확대하고, 교원 대상 평가문항 제작 방법 자료를 보급한다.

 

이처럼 모든 학생의 학력향상 지원을 위해서는 특히 교원의 역량 강화가 중요하기에 교사 석사학위과정 지원, 수석교사제 및 교사연구년제 운영, 네트워크를 통한 교육연구회 지원 확대 등 교원의 전문성 강화에도 지속적으로 노력해 나갈 방침이다.

 

도교육청 김윤기 교육과정정책과장은 “도교육청에서 제시한 ‘학력’은 지식을 구성하고 활용하여 스스로 삶의 문제를 해결하는 총체적인 능력을 의미한다”면서 “모든 부서가 협업해 학생 수준과 특성에 맞는 학습 경험 및 평가 기회를 제공함으로써 학생 학력향상 지원을 위해 노력할 것”이라고 말했다.

 

아래는 위 기사를 '구글 번역'으로 번역한 영문 기사의 [전문]입니다. '구글번역'은 이해도를 높이기를 위해 노력하고 있습니다. 영문 번역에 오류가 있을 수 있음을 전제로 합니다.<*The following is [the full text] of the English article translated by 'Google Translate'. 'Google Translate' is working hard to improve understanding. It is assumed that there may be errors in the English translation.> 

 

[Break News Southern Gyeonggi = Suwon Reporter Lee Gwi-seon] On the 21st, the Gyeonggi Provincial Office of Education announced a plan to operate an ‘academic ability improvement curriculum’ that emphasizes improving the academic ability of all students. We plan to join forces across departments to take the lead in realizing responsible student education and to develop future talent equipped with basic character and basic capabilities.

 

This plan was established by the school education department within the provincial office of education working together to support the improvement of academic ability of all students. ▲Curriculum Policy Department ▲Teacher Personnel Department ▲Early Childhood Education Department ▲Special Education Department ▲Career and Vocational Education Department ▲Convergence Education Policy Department ▲Physical Education and Health Department collaborate to provide the best care to all students in the province, including kindergarten, elementary, middle, high school, special needs, and multicultural students. We have come together to support balanced growth and improvement in academic ability.

 

The main contents are ▲Support for improving academic ability by strengthening academic ability diagnosis ▲Practice of elementary, middle, and high school curriculum-class-evaluation for substantial improvement of academic ability ▲Operation of customized curriculum to improve children’s basic and basic competencies ▲Customized training for students eligible for special education These include operating individualized education, ▲ preparing support measures to improve academic ability for multicultural students, ▲ activating physical activities to strengthen basic physical strength, ▲ supporting the strengthening of career and advancement evaluation capabilities, and ▲ strengthening teacher capabilities that lead students to improve their academic ability.

 

To this end, we first strive to strengthen academic ability diagnosis through systematic diagnosis and customized educational activities. In particular, responsible education grades (3rd grade of elementary school, 1st grade of middle school) lay the foundation for improving academic ability by implementing detailed diagnostic tests in connection with customized self-assessment of academic achievement.

 

In addition, we support the realization of responsible education in public education by establishing the ‘basic academic skills’ that must be possessed upon graduating from elementary and middle school, and strengthening educational activities according to the development of evaluation tools and evaluation results.

 

Early childhood, when the first education in life occurs, is a time when the formation of basic and basic competencies is more important than ever, so we operate a ‘multi-customized curriculum’ that reflects the characteristics of each child and supports growth.

 

For students eligible for special education, we provide systematic support according to the three-year special education plan and utilize competitive individualized education projects to strengthen social integration and future life capabilities.

 

For students from multicultural families, we provide customized academic ability improvement support in three stages: ‘entry-oriented-adaptive-growth’ according to each stage of growth. To this end, we are promoting intensive Korean language education, distribution of multilingual textbooks to improve basic academic skills, and customized education linked to career paths.

 

In order to revitalize student physical activities and promote balanced growth, ‘Oasis’ morning exercise and physical activities for each stage of growth in elementary, middle, and high school are promoted as a daily routine. In order to increase student-led health management capabilities, we operate an individually tailored exercise prescription program and expand school sports club activities in a variety of sports.

 

In order to strengthen career and academic evaluation capabilities and student thinking and learning capabilities, the opportunity to take the National Joint Academic Achievement Test for first and second year high school students will be expanded from twice a year to four times a year, and materials on how to create evaluation questions will be distributed to teachers.

 

As such, strengthening the capabilities of teachers is especially important in order to support the improvement of academic ability of all students, so we plan to continue to strive to strengthen the expertise of teachers by supporting teachers' master's degree programs, operating the senior teacher system and teacher research year system, and expanding support for educational research groups through networks. am.

 

Kim Yun-ki, head of the curriculum policy department at the Provincial Office of Education, said, “The ‘academic ability’ presented by the Provincial Office of Education refers to the overall ability to organize and use knowledge to solve life problems on one’s own.” He added, “All departments collaborate to meet the level and characteristics of the student.” “We will strive to support students’ academic achievement by providing learning experiences and evaluation opportunities,” he said.

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