우수보고서 시리즈 17

미래 사회 대비 교육과정, 교수학습, 교육평가 비전연구(Ⅰ): 초·중등학교교과 교육의 방향

주형미 외

이 보고서는 한국교육과정평가원 2016년도 기본연구과제 보고서를

PDF 및 E-Book으로 제작한 것 입니다.

미래 사회 대비 교육과정, 교수학습, 교육평가 비전연구(Ⅰ): 초·중등학교교과 교육의 방향

우수보고서 시리즈 17

발 행 일 2017년 9월 20일

발 행 인 원장 직무대리 이 화 진

발 행 처 한국교육과정평가원

주 소 서울 중구 정동길 21-15 정동빌딩

전 화 (02)3704-3704

팩 스 (02)730-7487

홈페이지 http://www.kice.re.kr

인쇄업체 (주)범신사(02-720-9786)

※ 본 자료 내용의 무단 복제를 금함

홍보자료 PIM 2017-6-3

연구책임자 주형미

공동연구자 최정순 / 유창완 / 김종윤 / 임희준 / 주미경

미래 사회 대비 교육과정,

교수학습, 교육평가 비전

연구(Ⅰ): 초·중등학교교과 교육의 방향

우수보고서 시리즈 17

i

국어과 워킹 그룹

박재현(상명대)

정진석(강원대)

영어과 워킹 그룹

강진(서원초)

최연희(이화여대)

인문 사회 워킹 그룹

강대현(전북대)

박정서(잠신고)

방대광(고대부고)

정동연(청담고)

조철기(경북대)

수학과 워킹 그룹

김민경(이화여대)

장혜원(서울교대)

과학과 워킹 그룹

오필석(경인교대)

체육과 워킹 그룹

박정준(인천대)

최의창(서울대)

서수현(광주교대)

조현선(동대부고)

권영애(면일초)

설규주(경인교대)

은지용(춘천교대)

황지숙(여의도고)

조영매(난곡중)

임은진(공주대)

김래영(이화여대)

심재호(부산대)

정현우(한국스포츠개발원)

허창혁(목일중)

옥현진(이화여대)

김혜영(중앙대)

황미영(대명중)

신유아(인천대)

구난희(한국학중앙연구원)

박병석(압구정고)

강은주(면목고)

주성순(국민대)

(뒤에 계속)

워킹 그룹

ii

음악과 워킹 그룹

민경훈(한국교원대)

미술과 워킹 그룹

김선아(한양대)

박지현(광주교대)

김희영(숙지고)

송주현(신목고)

안금희(경인교대)

iii

강명주(구일중)

고호경(아주대)

권혁순(청주교대)

김동군(광주 유촌초)

김병준(인하대)

김영식(한국교원대)

김일영(세종과학고)

김현정(인천과학예술영재학교)

나유진(개원중)

노태희(서울대)

민찬규(한국교원대)

박상우(청주교대)

박영권(군포중)

방정숙(한국교원대)

성묘진(삼일초)

손천택(인천대)

신기철(전주교대)

안혜리(국민대)

오준일(부경대)

유춘옥(인천 학인여고)

이기광(국민대)

이대희(영동고)

이병근(상명대)

이선희(서울여중)

이연경(청주교대)

강혜정(봉일천고)

권민정(인하대)

김광식(문척초)

김미남(한양대)

김선희(강원대)

김용희(경인교대)

김지현(석관고)

김혜연(목운초)

남진영(경인교대)

맹은경(아주대)

박미진(압구정초)

박상의(장충고)

박은실(도솔초)

서혁(이화여대)

성창훈(인천대)

송형석(계명대)

심은숙(상지대)

양종모(부산교대)

온정덕(경인교대)

윤기준(안양 부흥고)

이기봉(조선대)

이도영(춘천교대)

이병준(경상대)

이세연(명덕고)

이영아(청주교대)

고영인(슈투트가르트 시민대학)

권수미(한국교원대)

김기원(신라대)

김민철(인하대)

김승기(경기 이포중)

김원정(공주대)

김지현(조선대)

나경희(충북대)

노수신(인천 계산공업고)

문종은(한양대)

박상봉(서울교대)

박수경(건국대)

박정숙(양재고)

성기완(경희대)

손지현(서울교대)

송희심(서경대)

심창용(경인교대)

오정훈(서울체육중)

유준희(서울대)

이규일(경북대)

이남재(한국교원대)

이문표(송정중)

이상준(경기자동차디자인고)

이승연(청주교대)

이영호(중경고)

(뒤에 계속)

연구협력진

iv

이윤주(우석중)

이종영(전주교대)

이찬승(교육을바꾸는사람들)

이화성(창덕여중)

임희정(서울교대)

장지성(전주교대)

정연희(한국문화예술교육진흥원)

정주식(인천 효성남초)

제성준(인천 안남고)

조미혜(인하대)

조순이(춘천교대)

주대창(광주교대)

최정아(한국교원대)

한태룡(한국스포츠개발원)

황혜정(조선대)

이정묘(성남동초)

이주연(경인교대)

이창현(가톨릭관동대)

임미경(전주교대)

장선미(호서대)

정규태(한남대)

정용철(서강대)

정현일(경인교대)

제창욱(안곡고)

조성기(공주대)

조은정(목포대)

최성희(홍익대)

최준채(청담고)

함승환(한양대)

이정원(충남대

이주연(옥정중)

이현선(도계여중)

임미인(오류초)

장재학(강원대)

정대홍(서울대)

정은영(한국교원대)

정혜승(경인교대)

조대현(경상대)

조순묵(한국교원대)

조지형(용문중)

최은아(신구로초)

하민수(강원대)

현경실(성신여대)

(이상 가나다 순)

v

안녕하십니까?

한국교육과정평가원에서는 2016년도 기본 연구 과제로 ‘미래 사회 대비 교육과정, 교수

학습, 교육평가 비전연구(I): 초․중등학교 교과 교육의 방향’ 연구를 추진하였습니다. 이

연구는 미래 사회의 변화를 전망하고 미래 사회 대비 한국의 초․중등학교 교과 교육의

방향 및 과제를 선제적으로 제안하는 3개년 중․장기 연구로 올해 1차 연도 연구를 수행

하였습니다.

본 연구에서는 2030년 미래 한국 사회의 변화 추세를 분석하여 이에 기반한 학교 교육

변화 방향을 탐색하였으며, 교과 교육의 변화 요구를 반영하여 미래 사회 대비 초·중등학교

교과 교육의 방향과 과제를 도출하였습니다. 이러한 연구 결과가 학교 현장에 적용되기

위한 정책적 제언 또한 제시하고 있습니다.

본 연구를 통해 미래 교육에 대한 비전을 공유하고 미래 사회를 대비한 교육 과제들을

탐색하는 기회를 갖기를 바라며, 향후 미래 교육을 준비하기 위한 심층적 논의의 시작이

되기를 기대합니다.

2017년 9월

한국교육과정평가원

원장 직무대리

머리말

vii

과학 정보 기술의 발달에 따라 급변하는 미래 사회에 대비하기 위해, 국가 경쟁력 제고

차원에서중장기관점의미래학교교육의방향을설정하고, 이를기반으로교과교육을

설계할필요성이대두되었다. 또한지난 10년간한국의초 중등학교교육과정이세차례

개정이 되면서 교육과정 개정에 기초가 되는 관련 연구가 부족하다는 연구의 필요성이

지속적으로 제기되어 왔다.

본연구는미래사회변화에따른한국의초·중등학교교과교육방향을선제적으로전망해

보는 3개년 연구의 1차 연도 연구이다. 2030년 미래 한국 사회의 변화 추세를 분석하여

이에기반한학교교육변화방향을탐색해보고, 교과교육의변화요구를반영하여미래

초·중등학교 교과 교육의 방향과 과제를 제시하는 데 주요 목적이 있다. 본 연구에서는

미래교육관련문헌(P21, 2015; WEF, 2015; CKF, 2013)에서제시하고있는21세기를위한

필수과목또는기술관련내용을참조하여크게언어영역, 인문 사회영역, 수학 과학

영역, 체육 예술 영역 등 네 영역으로 나누어 미래 교과 교육 전망을 탐색하였다. 이를

위해연구진은첫째, 문헌분석및전문가협의회를통해 2030년한국사회의변화추세를

정리하였다. 둘째, 교육분야내외의전문가 50명을대상으로한델파이조사(2회), 전문가

협의회및심포지엄을통해 2030년미래학교교육의방향을설정하였다. 셋째, 교과교육

전문가 265명을대상으로한델파이조사(2회), 교과별전문가워킹그룹운영및전문가

협의회를 거쳐 2030년 미래 초 중등학교 교과 교육의 방향 및 과제를 도출하였다. 연구

결과를 바탕으로 후속 정책 연구 수행 관련 및 학교 교육 체제 변화 관련 정책 방안을

제시하였다.

2030년미래한국사회는크게인구구조의변화, 지식기반사회의심화, 과학 정보기술의

발달, 경제및 사회구조의변화, 환경 및자원문제해결을위한지속가능한발전추구,

생활방식및가치관의다양화등여섯부분에있어서변화추세가예측된다. 이러한미래

사회의변화추세를반영한초 중등학교교육은교육목표및내용, 교육방법, 교육과정

운영및교육환경측면에서변화가필요하다. 학교교육목표및내용관련변화와관련해

연구요약

viii

서는크게개별화교육강조, 다문화교육강화, 직업 진로교육강화, 지식활용교육강화

및인성감성교육강화등이주요변화방향이다. 학교교육방법에있어서는디지털기술

을 활용한 다양한교수 학습이 개발되고적용되어야하며, 체험 중심 교수 학습이 더욱

강화되어야 한다. 정보의 비판적 이해와 같은 정보 활용 역량 및 디지털 리터러시 교육

또한강화되어야한다. 학교교육과정운영과관련해서는기본학제를대체할수있는특별

학제(방송중 고등) 및대체학력인정제도(검정고시제, 홈스쿨링등)가확대되거나선택

형교과목구성및교육방법이확대되는등교육과정이다원화되어야하며, 현행 6-3-3

학제가변화되어야한다. 학교교육환경에있어서미래학교는교육복지및사회통합

기능이강화되어야 하고, 지역 사회 연계학교및소규모학교 운영을지향하여야하며,

디지털 환경 기반으로 구축되어야 한다.

현재까지우리나라초중등학교교육에있어서추구하는인간상과교육목표는7차교육과

정기부터2015 개정교육과정기까지변화가거의없었다. 따라서, 급변하는미래사회변화

를반영하면서도보다근본적인교육철학에기반한최상위수준의교육비전설정이필요

하다. 본연구에서는해외국가의교육개혁사례, 국내교육과정문서분석, 전문가협의회

등을 거쳐 2030년 한국의 학교 교육 비전을 설정하였다. 2030년 미래 학교 교육 비전은

다양성(diversity), 수월성(excellence), 공정성(equity)을 통해 학생 개개인의 잠재력

(potential)을발휘하도록도모하는것으로제시하였다. 이를종합하면 “2030 미래학교교

육은학생개개인이지니는인지적, 정의적, 행동적특성및요구를인정하고학생들에게

적합한최상의교육을제공하여, 학생들이자신의흥미와노력을기울이는분야에서의장

점을탁월하게나타낼수있도록지원하고, 학생들이처한개인적·사회적배경에따라차별

하지 않으며최소한의 필수 교육 기준에도달하도록교육함으로써, 학생 개개인이 지닌

고유의잠재력을최대한발휘하도록교육한다.”로기술된다. 이를통해우리나라교육기본

법[법률제14150호, 2016.5.29., 일부개정] 제2조(교육이념)에명시된홍익인간의이념을실

현할 수 있을 것이다.

2030년미래초·중등학교교육방향을바탕으로도출된교과별교육방향및과제를살펴보

면, 교과교육방향에있어서공통적인특성을보이고있다. 교육목표및내용변화방향에

서는디지털리터러시함양, 진로·직업교육강화, 교과연계융합교육강화, 인성 감성

교육강화등이제시되었으며, 교육방법의변화방향으로는디지털기술활용교수 학습

ix

방법및체험중심교육방법등을제시하고있다. 개별맞춤형교육과정운영과지역사회

연계교육지향또한교과공통의변화방향이라고할수있다. 한편, 거시적인교과교육

변화방향을위한구체적인구현과제에서는교과별로교과특성을고려한방안들이도출

되었다.

본연구는2030년미래사회대비초 중등학교교과교육의변화방향및과제를선제적으

로제안하는기초연구로서, 연구결과를기반으로추후후속적으로수행되어야할정책

연구를제안하였다. 또한, 연구결과로제시된미래초 중등학교교과교육방향및과제가

실질적으로학교현장에구현되기위해필요한현행교육체제의변화부분에대해정책적

제언을하였다. 후속정책연구과제의경우에는크게학교교육체제변화관련연구와

미래초 중등학교교과교육변화방향에따른교과별연구를제시하였다. 학교교육체제

와관련해서는우리나라학교교육학제의적절성및효과성에대한연구, 학교교육학제

변화에따른초 중등학교교과교육과정의계열성연구, 학교의역할및기능변화에따른

소규모학교운영관련연구등이수행되어야한다. 미래교과교육연구에서는교과교육

목표및내용, 교육방법, 교육과정운영, 학교환경등의교과별후속연구가수행되어야

한다. 교육체제변화관련정책방안과관련해서는크게교육과정및교과서, 학교의역할

과기능및교사교육관련제언들이모색되었다. 미래초 중등학교교육을위해서는시도

교육청과학교가교육과정의개발및편성운영의주체가될수있도록교육과정거버넌스

체제를개선해야하며, 교과서발행제도에서인정제를확대하고자유발행제를도입하여야

한다. 미래학교가지역사회중심교육기관으로서의학교역할을확대하기위해서는학교

를지역의교육거점으로활용하여지역사회의교육, 문화, 복지등의중심센터로육성하

여야 하며, 지역의 특성및학교환경을고려한 학교교육프로그램을특화하여야한다.

교사교육측면에서는미래초 중등학교교육실현을위한교사역량개발및제도적지원

이 필요하다. 이를 위해 미래 학교 교육을 위한 교사 역량 기준(standards for educator

competencies)을개발하여야하며, 거점학교및학교연합체제를중심으로한교사역량

개발 모델을 구축하여야 한다.

본연구는미래초 중등학교교과교육의설계를위한이론적근거로제공될수있을것이

며, 미래사회대비교육정책을수립하기위한유의미한기초자료로활용됨으로써추후

국가의 중장기적 교육 정책 수립에 기여하기를 기대한다.

x

Ⅰ 서론 ················································································································· 1

1. 연구의 필요성 및 목적·······························································································32. 연구 내용····················································································································6가. 2030년 미래 한국 사회의 변화 추세 분석···························································7나. 2030년 미래 사회 변화에 따른 초·중등학교 교육의 방향 탐색··························7다. 2030년 미래 초·중등학교 교과 교육에 대한 요구 분석·······································7라. 2030년 미래 초 중등학교 교과 교육에 관한 국제 동향 분석·····························7마. 2030년 미래 초·중등학교 교과 교육의 전망 탐색···············································8바. 2030년 미래 초·중등학교 교과 교육을 위한 정책 제언·······································8

3. 연구 방법····················································································································8가. 문헌 조사··············································································································8나. 전문가 협의회·······································································································8다. 전문가 Working Group 운영··················································································9라. 델파이 조사···········································································································9마. 심포지엄················································································································9바. 국외 출장 면담 조사···························································································10사. 세미나··················································································································10

Ⅱ 이론적 배경 ··································································································· 13

1. 국내외 미래 교육 변화 방향 추세············································································152. 미래 사회 대비 교과 교육 연구···············································································21가. 언어 영역············································································································21나. 인문 사회 영역····································································································23다. 수학․과학 영역··································································································25라. 체육 예술 영역····································································································27

3. 시사점························································································································29

차례

xi

Ⅲ 2030년 미래 교육에 대한 국제 동향 ···························································· 33

1. 세계 국제기구 및 단체의 미래 교육 전망·······························································35가. United Nations Educational, Scientific and Cultural Organization(UNESCO) ········· 35나. Organisation for Economic Co-operation and Development(OECD) ·····················41다. Partnership for 21st century Skills(P21) ································································44라. 영국의 교육전략 백서 2015-2020(Strategy overview 2015-2020) ·························49

2. 해외 국가의 초 중등학교 교육 개혁 사례 ·······························································54가. 핀란드 ··················································································································54나. 독일(베를린주 및 브란덴부르크주) ·····································································61다. 영국·····················································································································68

Ⅳ 2030년 미래 초･중등학교 교육의 방향 ························································ 731. 조사 방법 및 절차····································································································75가. 델파이 조사 대상································································································75나. 델파이 조사 절차································································································76다. 델파이 조사지·····································································································77

2. 학교 제도 및 교육과정 변화 방향············································································82가. 1차 델파이 조사 결과·························································································82나. 2차 델파이 조사 결과·························································································93다. 1․2차 델파이 결과 종합 및 기타 논의 사항 ··················································100

3. 학교의 역할과 기능 변화 방향···············································································109가. 1차 델파이 조사 결과·······················································································109나. 2차 델파이 조사 결과·······················································································118다. 1․2차 델파이 결과 종합 및 기타 논의 사항 ··················································124

4. 학교의 물리적 환경 변화 방향···············································································128가. 1차 델파이 조사 결과·······················································································128나. 2차 델파이 조사 결과·······················································································136다. 1․2차 델파이 결과 종합 및 기타 논의 사항 ··················································142

xii

Ⅴ 2030년 미래 초·중등학교 교과 교육에 대한 요구 ······································ 149

1. 조사 방법 및 절차···································································································151가. 델파이 조사 대상······························································································151나. 델파이 조사 절차······························································································152다. 델파이 조사지····································································································152

2. 미래 교과 교육 변화에 대한 요구··········································································157가. 언어 영역···········································································································157나. 인문 사회 영역··································································································202다. 수학 과학 영역··································································································234라. 체육 예술 영역··································································································295

Ⅵ 2030년 미래 초·중등학교 교과 교육의 전망 ··············································· 375

1. 미래 학교 교육의 비전 ··························································································3772. 미래 학교 교육의 방향 ··························································································3823. 미래 초 중등학교 교과 교육의 방향 및 과제························································389가. 언어 영역···········································································································389나. 인문 사회 영역··································································································410다. 수학 과학 영역··································································································421라. 체육 예술 영역··································································································439

Ⅶ 요약 및 정책 제언 ······················································································ 481

1. 요약 ·························································································································483가. 2030년 한국 사회 변화 추세에 따른 학교 교육의 방향···································484나. 2030년 초 중등학교 교과 교육의 방향 및 과제 ·············································485

2. 정책 제언·················································································································490가. 후속 정책 연구 과제 관련 ················································································491나. 교육 체제 변화 정책 방안 관련 ·······································································499

∙ 참고문헌 ········································································································· 507

∙ ABSTRACT ··································································································· 533

xiii

3개년 연차별 연구 내용························································································6 핵심 공통 기준과 P21 기능 ·················································································48 3-6학년 ‘핀란드언어와문학’ 과목에서의내용목표및교과공통역량의예시···57 핀란드의 교과목 구조 및 시수(FNBE, 2016c) ······················································58 독일 베를린-부란덴부르크 과목 구성 (2014.6.24) ················································66 델파이조사 참여자 현황······················································································76 2030년 한국 사회의 변화 추세············································································77 델파이 조사지 구성·····························································································81 인구구조의 변화가 학교제도 및 교육과정에 주는 영향 정도···························· 82 지식 기반 사회의 심화가 학교제도 및 교육과정에 주는 영향 정도·················· 84 과학·정보 기술의 발달이 학교제도 및 교육과정에 주는 영향 정도·················· 85 경제 및 사회 구조의 변화가 학교제도 및 교육과정에 주는 영향 정도·············87 환경 및 자원 문제 해결을 위한 지속가능한 발전이 학교제도 및 교육과정에

주는 영향 정도····································································································89 생활 방식 및 가치관 등의 다양화가 학교제도 및 교육과정에 주는 영향 정도 91 인구구조의 변화에 대한 1차 델파이 조사에 대한 동의하는지의 여부·············93 지식 기반 사회의 심화에 대한 1차 델파이 조사에 동의하는지 여부·············· 95 과학·정보 기술의 발달에 대한 1차 델파이 조사에 동의하는지의 여부··········· 96 경제 및 사회 구조의 변화에 대한 1차 델파이 조사에 동의하는지 여부········· 97 환경 문제 및 자원 부족해결을 위한 지속가능한 발전에 대한

1차 델파이 조사에 동의하는지의 여부······························································98 생활방식, 가치관등의다양화에대한 1차델파이조사에동의하는지의여부··· 99 인구구조의 변화가 학교의 역할과 기능에 주는 영향 정도····························109 지식 기반 사회의 심화가 학교의 역할과 기능에 주는 영향 정도··················111 과학·정보 기술의 발달이 학교의 역할과 기능에 주는 영향 정도·················· 113 경제 및 사회 구조의 변화가 학교의 역할과 기능에 주는 영향 정도·············114 환경 문제 및 자원 부족해결을 위한 지속가능한 발전이 학교의 역할과

기능에 주는 영향 정도·····················································································116 생활 방식, 가치관 등의 다양화가 학교의 역할과 기능에 주는 영향 정도····· 117 인구구조의 변화에 대한 1차 델파이 조사에 동의하는지의 여부····················118 지식 기반 사회의 심화에 대한 1차 델파이 조사에 동의하는지의 여부········· 120

표 차례

xiv

과학·정보 기술의 발달에 대한 1차 델파이 조사에 동의하는지의 여부··········121 경제 및 사회 구조의 변화에 대한 1차 델파이 조사에 동의하는지의 여부···· 122 환경 및 자원 문제 해결을 위한 지속가능한 발전에 대한

1차 델파이 조사에 동의하는지 여부································································122 생활방식, 가치관등의다양화에대한 1차 델파이 조사에동의하는지여부··· 123 인구구조의 변화가 학교의 물리적 환경에 미치는 영향 정도·························129 지식 기반 사회의 심화가 학교의 물리적 환경에 미치는 영향 정도·············· 130 과학·정보 기술의 발달이 학교의 물리적 환경에 미치는 영향 정도···············131 경제 및 사회 구조의 변화가 학교의 물리적 환경에 미치는 영향 정도········· 132 환경 문제 및 자원 부족해결을 위한 지속가능한 발전이 학교의 물리적

환경에 미치는 영향 정도·················································································134 생활방식및가치관등의다양화가학교의물리적환경에미치는영향정도··· 135 인구구조의 변화에 따른 학교의 물리적 환경 변화에 대한 동의 여부···········136 지식기반사회의심화에따른학교의물리적환경변화에대한동의여부···· 138 과학·정보기술의발달에따른학교의물리적환경변화에대한동의여부·····138 경제및사회구조의변화에따른학교의물리적환경변화에대한동의여부··· 139 환경 및 자원 문제 해결을 위한 지속가능한 발전에 따른 학교의 물리적

환경 변화에 대한 동의 여부············································································140 생활방식, 가치관등의다양화에따른학교의물리적환경변화에대한

동의 여부··········································································································141 델파이 조사 참여자 현황···················································································151 2030년 미래 사회 변화 추세에 따른 학교 교육 방향·······································153 델파이 조사지 구성····························································································156 개별화 교육의 강조가 국어 교과에 영향을 주는 정도·····································157 개별화 교육의 강조가 국어 교과에 미치는 영향에 대한 2차 델파이 조사에

동의하는지의 여부·····························································································158 지식 활용 교육의 강조가 국어 교과에 영향을 주는 정도································159 지식활용 교육의 강조가국어 교과에 미치는영향에 대한 2차 델파이 조사에

동의하는지의 여부·····························································································160 직업·진로 교육 강화가 국어 교과에 영향을 주는 정도····································161 직업·진로 교육 강화가 국어 교과에 미치는 영향에 대한 2차 델파이 조사에

동의하는지의 여부·····························································································162 인성·감성 교육의 강조가 국어 교과에 영향을 주는 정도·······························164 인성·감성교육의강조가국어교과에미치는영향에대한 2차 델파이조사에

동의하는지의 여부····························································································164

xv

다문화 교육의 강조가 국어 교과에 영향을 주는 정도····································165 다문화 교육의 강조가 국어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································166 디지털 기반 교수·학습의 확대가 국어 교과에 영향을 주는 정도·················· 168 디지털 기반 교수·학습의 확대가 국어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································168 체험 중심 교수 학습의 강화가 국어 교과에 영향을 주는 정도·····················170 체험 중심 교수 학습의 강화가 국어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································170 교육과정의 다원화가 국어 교과에 영향을 주는 정도·····································171 교육과정의 다원화가 국어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································172 학교 교육 편제 변화가 국어 교과에 영향을 주는 정도··································173 학교 교육 편제 변화가 국어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································174 교육 복지 및 사회 통합 기능 제공이 국어 교과에 영향을 주는 정도···········176 취약 계층을 위한 언어 교육 지원이 국어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································177 지역 사회 연계 학교 지향이 국어 교과에 영향을 주는 정도·························178 지역 사회 연계 학교 지향이 국어 교과에 미치는 영향에 대한

2차 델파이 조사에 대한 동의 여부·································································178 소규모 학교 지향이 국어 교과에 영향을 주는 정도·······································179 소규모 학교 지향이 국어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································180 디지털 환경 구축이 국어 교과에 영향을 주는 정도·······································181 디지털 환경 구축이 국어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································182 개별화 교육의 강조가 영어 교과에 영향을 주는 정도····································183 개별화 교육의 강조가 영어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································184 지식 활용 교육의 강조가 영어 교과에 영향을 주는 정도······························185 지식 활용 교육의 강조가 영어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································186 직업 진로 교육의 강화가 영어 교과에 영향을 주는 정도······························187

xvi

직업 진로 교육의 강화가 영어 교과에 미치는 영향에 대한2차 델파이 조사에 동의하는지의 여부····························································187

인성 감성 교육의 강조가 영어 교과에 영향을 주는 정도······························188 인성 감성 교육의 강조가 영어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································189 다문화 교육의 강조가 영어 교과에 영향을 주는 정도····································189 다문화 교육의 강조가 영어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································190 디지털 기반 교수 학습의 강조가 영어 교과에 영향을 주는 정도··················191 디지털 기반 교수 학습의 강조가 영어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································191 체험 중심 교수 학습의 강조가 영어 교과에 영향을 주는 정도·····················192 체험 중심 교수 학습의 강조가 영어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································193 교육과정의 다원화가 영어 교과에 영향을 주는 정도·····································194 교육과정의 다원화가 영어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································195 학교 교육 편제 변화가 영어 교과에 영향을 주는 정도··································196 학교 교육 편제 변화가 영어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································196 교육 복지 및 사회 통합 기능 제공이 영어 교과에 영향을 주는 정도···········197 교육 복지 및 사회 통합 기능 제공이 영어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································198 지역 사회 연계 학교 지향이 영어 교과에 영향을 주는 정도·························198 지역 사회 연계 학교 지향이 영어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································199 소규모 학교 지향이 영어 교과에 영향을 주는 정도·······································200 소규모 학교 지향이 영어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································200 디지털 환경 구축이 영어 교과에 영향을 주는 정도·······································201 디지털 환경 구축이 영어 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································202 개별화 교육 강조가 사회과 교육에 주는 영향 정도·······································203 개별화 교육 강조가 사회과 교육에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································204

xvii

지식 활용 교육 강조가 사회과 교육에 주는 영향 정도··································206 지식 활용 교육 강조가 사회과 교육에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································207 직업·진로 교육 강화가 사회과 교육에 주는 영향 정도··································209 직업·진로 교육 강화가 사회과 교육에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································210 인성·감성 교육 강조가 사회과 교육에 주는 영향 정도··································212 인성·감성 교육 강화가 사회과 교육에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································213 다문화 교육이 사회과 교육에 주는 영향 정도················································214 다문화 교육이 사회과 교육에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································215 디지털 기반 교수·학습이 사회과 교육에 주는 영향 정도·······························216 디지털 기반 교수·학습 교육이 사회과 교육에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································217 체험 중심 교수·학습이 사회과 교육에 주는 영향 정도··································218 체험 중심 교수·학습이 사회과 교육에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································219 교육과정의 다원화가 사회과 교육에 주는 영향 정도·····································220 교육과정 다원화가 사회과 교육에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································221 학교 교육 편제 변화가 사회과 교육에 주는 영향 정도··································223 학교 교육 편제 변화가 사회과 교육에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································224 교육 복지 및 사회 통합 기능 제공이 사회과 교육에 주는 영향 정도···········225 교육 복지 및 사회 통합 기능 제공이 사회과 교육에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································226 지역 사회 연계 학교 지향이 사회과 교육에 주는 영향 정도·························228 지역 사회 연계 학교 지향이 사회과 교육에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································228 소규모 학교 지향이 사회과 교육에 주는 영향 정도 ·····································230 소규모 학교 지향이 사회과 교육에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································231 디지털 환경 구축이 사회과 교육에 주는 영향 정도·······································232

xviii

디지털 환경 구축이 사회과 교육에 미치는 영향에 대한2차 델파이 조사에 동의하는지의 여부····························································233

개별화 교육의 강조가 수학 교과에 영향을 주는 정도····································235 개별화 교육의 강조가 수학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································235 지식 활용 교육의 강조가 수학 교과에 영향을 주는 정도······························238 지식 활용 교육의 강조가 수학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································239 직업 진로 교육의 강화가 수학 교과에 영향을 주는 정도······························240 직업 진로 교육의 강화가 수학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································241 인성 감성 교육의 강조가 수학 교과에 영향을 주는 정도······························244 인성 감성 교육의 강조가 수학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································245 다문화 교육의 강조가 수학 교과에 영향을 주는 정도····································247 다문화 교육의 강조가 수학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································248 디지털 기반 교수 학습의 강조가 수학 교과에 영향을 주는 정도··················250 디지털 기반 교수 학습의 강조가 수학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································251 체험 중심 교수 학습의 강조가 수학 교과에 영향을 주는 정도·····················253 체험 중심 교수 학습의 강조가 수학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································253 교육과정의다원화가수학교과에영향을주는정도에대한 1차델파이조사··· 255 교육과정의 다원화가 수학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································255 학교 교육 편제 변화가 수학 교과에 영향을 주는 정도··································257 학교 교육 편제 변화가 수학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부····························································257 교육 복지 및 사회 통합 기능 제공이 수학 교과에 영향을 주는 정도········· 259 교육 복지 및 사회 통합 기능 제공이 수학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································260 지역 사회 연계 학교 지향이 수학 교과에 영향을 주는 정도·······················261 지역 사회 연계 학교 지향이 수학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································262

xix

소규모 학교 지향이 수학 교과에 영향을 주는 정도·····································263 소규모 학교 지향이 수학 교과에 미치는 영향에 대한 2차 델파이 조사에

동의하는지의 여부··························································································264 디지털 환경 구축이 수학 교과에 영향을 주는 정도·····································265 디지털 환경 구축이 수학 교과에 미치는 영향에 대한 2차 델파이 조사에

동의하는지의 여부··························································································266 개별화 교육의 강조가 과학 교과에 영향을 주는 정도··································268 개별화 교육의 강조가 과학 교과에 미치는 영향에 대한 2차 델파이 조사에

동의하는지의 여부··························································································269 지식 활용 교육의 강조가 과학 교과에 영향을 주는 정도····························271 지식 활용 교육의 강조가 과학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································272 직업·진로 교육 강화가 과학 교과에 영향을 주는 정도································274 직업·진로 교육 강화가 과학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································275 인성·감성 교육의 강조가 과학 교과에 영향을 주는 정도·····························277 인성·감성 교육의 강조가 과학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································278 다문화 교육의 강조가 과학 교과에 영향을 주는 정도··································279 다문화 교육의 강조가 과학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································280 디지털 기반 교수·학습의 확대가 과학 교과에 영향을 주는 정도·················281 디지털 기반 교수·학습의 확대가 과학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································282 체험 중심 교수 학습의 강화가 과학 교과에 영향을 주는 정도····················284 체험 중심 교수 학습의 강화가 과학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································284 교육과정의 다원화가 과학 교과에 영향을 주는 정도····································285 교육과정의 다원화가 과학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································286 학교 교육 편제 변화가 과학 교과에 영향을 주는 정도································287 학교 교육 편제 변화가 과학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································288 교육 복지 및 사회 통합 기능 제공이 과학 교과에 영향을 주는 정도········· 289

xx

취약 계층을 위한 언어 교육 지원이 과학 교과에 미치는 영향에 대한2차 델파이 조사에 동의하는지의 여부··························································290

지역 사회 연계 학교 지향이 과학 교과에 영향을 주는 정도·······················291 지역 사회 연계 학교 지향이 과학 교과에 미치는 영향에 대한

2차 델파이 조사에 대한 동의 여부································································291 소규모 학교 지향이 과학 교과에 영향을 주는 정도·····································292 소규모 학교 지향이 과학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································293 디지털 환경 구축이 과학 교과에 영향을 주는 정도·····································293 디지털 환경 구축이 과학 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································294 개별화 교육의 강조가 체육 교과에 영향을 주는 정도··································295 개별화 교육의 강조가 체육 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································296 지식 활용 교육의 강조가 체육 교과에 영향을 주는 정도····························297 지식 활용 교육의 강조가 체육 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································298 직업·진로 교육의 강조가 체육 교과에 영향을 주는 정도·····························299 직업·진로 교육의 강조가 체육 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································300 인성·감성 교육의 강조가 체육 교과에 영향을 주는 정도·····························301 인성·감성 교육의 강조가 체육 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································302 직업·진로 교육의 강조가 체육 교과에 영향을 주는 정도·····························303 다문화 교육의 강조가 체육 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································304 디지털 기반 교수·학습의 강조가 체육 교과에 영향을 주는 정도·················305 디지털 기반 교수·학습의 강조가 체육 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································306 체험 중심 교수·학습의 강조가 체육 교과에 영향을 주는 정도····················307 체험 중심 교수·학습의 강조가 체육 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································308 교육과정의 다원화가 체육 교과에 영향을 주는 정도····································309 교육과정의 다원화 강조가 체육 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································310

xxi

학교 교육 편제 변화가 체육 교과에 영향을 주는 정도································311 학교 교육 편제 변화가 체육 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································311 교육 복지 및사회 통합 기능제공 강조가 체육교과에 영향을 주는정도··· 312 교육복지및사회통합기능제공의강조가체육교과에미치는영향에대한

2차 델파이 조사에 동의하는지의 여부··························································313 지역 사회 연계 학교 지향 강조가 체육 교과에 영향을 주는 정도·············· 313 지역 사회 연계 학교 지향 강조가 체육 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································314 소규모 학교 지향 강조가 체육 교과에 영향을 주는 정도····························315 소규모 학교 지향 강조가 체육 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································316 디지털 환경 구축 강조가 체육 교과에 영향을 주는 정도····························317 디지털 환경 구축 강조가 체육 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································317 개별화 교육의 강조가 음악 교과에 영향을 주는 정도··································319 개별화 교육의 강조가 음악 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································320 지식 활용 교육의 강조가 음악 교과에 영향을 주는 정도····························321 지식 활용 교육의 강조가 음악 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································322 직업 진로 교육의 강조가 음악 교과에 영향을 주는 정도····························323 직업 진로 교육의 강조가 음악 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································323 인성 감성 교육의 강조가 음악 교과에 영향을 주는 정도····························325 인성 감성 교육의 강조가 음악 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································325 다문화 교육의 강조가 음악 교과에 영향을 주는 정도··································327 다문화 교육의 강조가 음악 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································328 디지털 기반 교수 학습 교육의 강조가 음악 교과에 영향을 주는 정도······· 329 디지털 기반 교수 학습의 강조가 음악 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································330 체험 중심 교수 학습의 강조가 음악 교과에 영향을 주는 정도····················331

xxii

체험 중심 교수 학습의 강조가 음악 교과에 미치는 영향에 대한2차 델파이 조사에 동의하는지의 여부··························································332

교육과정 다원화의 강조가 음악 교과에 영향을 주는 정도···························333 교육과정의 다원화 강조가 음악 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································334 학교 교육 편제 변화가 음악 교과에 영향을 주는 정도································335 학교 교육 편제 변화가 음악 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································336 교육 복지 및 사회 통합 기능 제공이 음악 교과에 영향을 주는 정도········· 337 교육 복지 및 사회 통합 기능 제공이 음악 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································338 지역 사회 연계 학교 지향이 음악 교과에 영향을 주는 정도·······················339 지역 사회 연계 학교 지향이 음악 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································339 소규모 학교의 강조가 음악 교과에 영향을 주는 정도··································341 소규모 학교의 강조가 음악 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································341 디지털 환경 구축의 강조가 음악 교과에 영향을 주는 정도·························342 디지털 환경 구축의 강조가 음악 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································343 개별화 교육의 강조가 미술 교과에 영향을 주는 정도··································345 개별화 교육의 강조가 미술 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································346 지식 활용 교육의 강조가 미술 교과에 영향을 주는 정도····························348 지식 활용 교육의 강조가 미술 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································349 직업 진로 교육의 강조가 미술 교과에 영향을 주는 정도····························350 직업 진로 교육의 강조가 미술 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································351 인성 감성 교육의 강조가 미술 교과에 영향을 주는 정도····························353 인성 감성 교육의 강조가 미술 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································354 다문화 교육의 강조가 미술 교과에 영향을 주는 정도··································356 다문화 교육의 강조가 미술 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································356

xxiii

디지털 기반 교수⋅학습이 미술 교과에 영향을 주는 정도···························358 디지털 기반 교수 학습이 미술 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································359 체험 중심 교수 학습이 미술 교과에 영향을 주는 정도································360 체험 중심 교수 학습이 미술 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································361 교육과정의 다원화가 미술 교과에 영향을 주는 정도····································362 교육과정의 다원화가 미술 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································362 학교 교육 편제 변화가 미술 교과에 영향을 주는 정도································364 학교 교육 편제 변화가 미술 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································365 학교의교육복지및사회통합기능제공이미술교과에영향을주는정도·· 366 학교의교육복지및사회통합기능제공이미술교과에미치는영향에대한

2차 델파이 조사에 동의하는지의 여부··························································367 지역 사회 연계 학교 지향이 미술 교과에 영향을 주는 정도·······················368 지역 사회 연계 학교의 지향이 미술 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································369 소규모 학교 지향이 미술 교과에 영향을 주는 정도·····································370 소규모 학교로의 변모가 미술 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································371 디지털 환경 구축이 미술 교과에 영향을 주는 정도·····································372 디지털 환경 구축이 미술 교과에 미치는 영향에 대한

2차 델파이 조사에 동의하는지의 여부··························································373 교육과정의 추구하는 인간상 및 교육 목표 변화 내용·····································377 세계 주요 국가 및 국제 교육 기구의 미래 교육 비전·····································380 2030년 한국 사회의 변화 추세··········································································383 해외 교육단체 및 국가의 주요 교과목 예시·····················································387 2015 개정 교육과정에 따른 영어과 고등학교 선택 과목 분류·························403 교과별 교육 변화 방향 및 과제········································································486 2015개정 교육과정 초등학교 교과(군) ·······························································492 교과별 교육 방향 실현을 위한 후속 연구 과제················································494 해외 국가의 교과서 발행 제도 비교표······························································502

xxiv

[그림 Ⅰ-1] 미래 교육을 위한 21세기 기술············································································3[그림 Ⅰ-2] 교과 교육 비전 제시를 위한 네 교과 영역 ·······················································5[그림 Ⅰ-3] 3개년 연차별 연구 계획 ···················································································6[그림 Ⅰ-4] 본 연구의 연구 내용 및 연구 방법····································································11[그림 Ⅱ-1] 21세기 학습을 위한 P21 틀(framework) ······························································15[그림 Ⅲ-1] 지속가능한 미래 교육관련 UNESCO 홈페이지 일부·········································40[그림 Ⅲ-2] Education 2030 개념 모형 형성 과정·································································42[그림 Ⅲ-3] Revised OECD Education 2030 Conceptual framework(2016.5 ver.) ···················· 43[그림 Ⅲ-4] 21세기 학습을 위한 P21 틀(framework) ······························································45[그림 Ⅲ-5] 영국의 교육 전략 개관(Strategy Overview) ·······················································50[그림 Ⅲ-6] 독일 교육과정의 구조 ·······················································································63[그림 Ⅲ-7] 독일 교육과정의 언어 역량 관계도 ··································································64[그림 Ⅲ-8] 독일 교육과정의 미디어 역량 관계도 ······························································65[그림 Ⅲ-9] 독일 사회과와 과학과 교과 흐름도····································································67[그림 Ⅲ-10] 영국 국가 교육과정 틀(framework) ····································································70[그림 Ⅳ-1] 델파이 조사 절차································································································76[그림 Ⅳ-2] 1차 델파이 조사지 문항 구성 예시 ··································································78[그림 Ⅳ-3] 2차 델파이 조사지 문항 구성 예시····································································79[그림 Ⅳ-4] 2차 델파이 조사 내용 코딩 작업 예시 ·····························································80[그림 Ⅳ-5] 미래 초 중등학교 학교제도 및 교육과정의 변화 방향····································100[그림 Ⅳ-6] 미래 초 중등학교 학교 역할 및 기능의 변화 방향·········································124[그림 Ⅳ-7] 미래 초 중등학교의 물리적 환경 변화 방향····················································142[그림 Ⅴ-1] 델파이 조사 절차······························································································152[그림 Ⅴ-2] 1차 델파이 조사지 문항 구성 예시 ································································155[그림 Ⅴ-3] 2차 델파이 조사지 문항 구성 예시··································································156[그림 Ⅵ-1] 2030 미래 학교 교육 비전················································································381[그림 Ⅵ-2] 2030년 한국 사회 변화 추세에 따른 학교 교육 방향······································384[그림 Ⅵ-3] 미래 국어 교과의 변화 방향············································································390[그림 Ⅵ-4] 미래 영어 교과의 변화 방향············································································402[그림 Ⅵ-5] 미래 사회과 교육과정의 방향···········································································411[그림 Ⅵ-6] 2030 미래 수학 교육의 변화 방향····································································423

그림 차례

xxv

[그림 Ⅵ-7] 2030 미래 과학 교육의 변화 방향····································································429[그림 Ⅵ-8] 미래 사회 대비 체육 교과 교육의 방향 ······················�