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ISSN : 1225-2042(Print)
ISSN : 2288-5706(Online)
Korean Journal of Teacher Education Vol.30 No.2 pp.55-80

중학교 사례를 통해 본 중등통합프로그램 특징

이 해 영*

The Characteristics of the Integrated Curriculum in Middle School

Hae Young Lee
DongTan Global High School


Recently middle school teachers try to teach students syntagmatically in spite of difficulty inintegrated curriculum. They would like to overcome the theoretical lesson which consisteddepartmentally and help students apply their knowledge in real life. So teachers design anintegrated curriculum in which they teach the lesson, focusing on a certain subject.According to a survey, students prefer the integrated program, which is made up of theintegrated curriculum. More specifically, they are able to express their opinions confidentlyand participate actively in class. Students can also experience and study democratic procedurethrough this program.But the integrated curriculum has its shortcomings and thus require solutions. Subjectteachers should carefully in depth discuss how to integrate each subject because middle schooltextbooks and curriculums are already published departmentally. The direction and degree ofintegrated programs is decided upon the thought of the teachers, regarding what subjects theywish to integrate.The school culture is changing in a positive direction. Teachers are able to talk about theirstudents and lessons with their peers and students are able to actively express their thoughtsand opinions in class and arrange school events.There is some difference between teachers’thought which is intended to integrate thesubjects and students’response to the integrated program. If teachers and students participateenthusiastically, the integrated curriculum’s downturns will be complemented.