내러티브 페다고지에 기반한 교과 통합 교육과정 모형 개발 연구

초록

This study aims to develop an educational model that can be implemented at the secondary school level, grounded in narrative pedagogical approaches. The model will be subjected to rigorous scrutiny to ascertain its validity. In the era of the Fourth Industrial Revolution and AI, the importance of integrated problem-solving capabilities is becoming increasingly evident. However, secondary education faces difficulties in implementing practical integration due to academic boundaries by subject and structural constraints. The proposed solution to this issue is the integration of a new curriculum model, which is based on narrative pedagogy and places the student experience at the center. In order to achieve this objective, the model was designed through theoretical inquiry (Grove & Short, 1991) and development research (Plomp, 2013), and its validity was verified through Focus Group Interview (FGI). As a result of the study, the concept was expanded to embodied narrative, which encompasses behavioral practice and non-verbal experience beyond existing narrative discussions. In addition, the relationship between the two theories was analyzed complementarily, synergistically, and integrated. Based on this, narrative construction of knowledge, integrative reconstruction of experience, and reflective practice as embodiment are constructive concepts, and contextual exploration, core ideas and intended learning outcomes (ILOs), assessment design, and narrative learning experience design are set as structural concepts. The final model developed based on this has a five-step cycle structure of (1) contextual exploration, (2) core ideas and ILOs, (3) assessment design, (4) narrative learning experience design, (5) deliberation and feedback. This study has theoretical and practical significance in that it secured field applicability by providing concrete integration examples of Korean, Mathematics, Technology and Home Economics, as well as design templates. In the future, this study suggests increasing teacher expertise, developing qualitative evaluation tools, and preparing policy support, and it is expected that this model will contribute to promoting meaningful student-centered learning and growth.

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