교육현장에서 바라본 5.31 교육개혁 20년 재조명을 통한 새로운 교육 패러다임 탐색
연구책임자 : 신현석(고려대학교)
Ⅰ. 서론 ·············································································································· 1
1. 연구의 필요성 및 목적 ························································································ 1
2. 연구내용 및 범위 ·································································································· 3
3. 연구방법 ·················································································································· 5
Ⅱ. 5·31 교육개혁의 시대사적 분석 ··························································· 7
1. 5·31 교육개혁의 배경 ························································································ 7
2. 교육개혁위원회의 구성과 활동 ········································································ 10
3. 5·31 교육개혁의 기조와 교육개혁안 ···························································· 17
4. 5·31 교육개혁의 추진 원칙과 확산과정 ······················································ 21
5. 5·31 교육개혁의 시대사적 의미와 성과 그리고 과제 ······························ 22
Ⅲ. 교육현장의 관점에서 본 수요자 중심 교육개혁의 성과 및 한계 ········ 25
1. 수요자 중심 교육개혁의 배경과 의미 ···························································· 25
2. 진단의 관점 및 초점 ·························································································· 30
3. 분야별 정책의 성과와 한계 ·············································································· 37
4. 종합 및 시사점 ·································································································· 162
Ⅳ. 새로운 교육 패러다임 탐색과 교육개혁의 구상 ······························ 167
1. 교육환경의 변화 ································································································ 167
2. 교육개혁의 새패러다임 ···················································································· 170
3. 교육개혁의 비전과 목표 및 추진전략 ·························································· 175
4. 정책별 추진방안 ································································································ 180
V. 새로운 교육 거버넌스의 구상 ······························································ 253
1. 5ㆍ31 교육개혁 이후 교육 거버넌스의 변화 ·············································· 253
2. 교육 거버넌스의 의미와 배경 ········································································ 256
3. 새로운 교육 거버넌스의 논리와 지향성 ······················································ 259
4. 단위별 교육 거버넌스 ······················································································ 263
5. 국가 수준에서의 참여적 정책결정체제의 구상 ·········································· 267
Ⅵ. 학교교육 혁신 주체로서의 교원 ························································· 271
1. 5ㆍ31 교육개혁 이후 교원의 위상 변화 ······················································ 272
2. 교원 위상 변화에 따른 교원정책의 성과와 한계 ······································ 277
3. 학교교육 혁신의 주체로서 교원의 위상 제고 방안 ·································· 286
Ⅶ. 요약 및 제언 ·························································································· 297
1. 요약 ······················································································································ 297
2. 제언 ······················································································································ 311
참고문헌 ············································································································· 317
교육현장에서 바라본 5.31 교육개혁 20년 재조명을 통한 새로운 교육 패러다임 탐색
연구책임자 : 신현석(고려대학교)
Ⅰ. 서론 ·············································································································· 1
1. 연구의 필요성 및 목적 ························································································ 1
2. 연구내용 및 범위 ·································································································· 3
3. 연구방법 ·················································································································· 5
Ⅱ. 5·31 교육개혁의 시대사적 분석 ··························································· 7
1. 5·31 교육개혁의 배경 ························································································ 7
2. 교육개혁위원회의 구성과 활동 ········································································ 10
3. 5·31 교육개혁의 기조와 교육개혁안 ···························································· 17
4. 5·31 교육개혁의 추진 원칙과 확산과정 ······················································ 21
5. 5·31 교육개혁의 시대사적 의미와 성과 그리고 과제 ······························ 22
Ⅲ. 교육현장의 관점에서 본 수요자 중심 교육개혁의 성과 및 한계 ········ 25
1. 수요자 중심 교육개혁의 배경과 의미 ···························································· 25
2. 진단의 관점 및 초점 ·························································································· 30
3. 분야별 정책의 성과와 한계 ·············································································· 37
4. 종합 및 시사점 ·································································································· 162
Ⅳ. 새로운 교육 패러다임 탐색과 교육개혁의 구상 ······························ 167
1. 교육환경의 변화 ································································································ 167
2. 교육개혁의 새패러다임 ···················································································· 170
3. 교육개혁의 비전과 목표 및 추진전략 ·························································· 175
4. 정책별 추진방안 ································································································ 180
V. 새로운 교육 거버넌스의 구상 ······························································ 253
1. 5ㆍ31 교육개혁 이후 교육 거버넌스의 변화 ·············································· 253
2. 교육 거버넌스의 의미와 배경 ········································································ 256
3. 새로운 교육 거버넌스의 논리와 지향성 ······················································ 259
4. 단위별 교육 거버넌스 ······················································································ 263
5. 국가 수준에서의 참여적 정책결정체제의 구상 ·········································· 267
Ⅵ. 학교교육 혁신 주체로서의 교원 ························································· 271
1. 5ㆍ31 교육개혁 이후 교원의 위상 변화 ······················································ 272
2. 교원 위상 변화에 따른 교원정책의 성과와 한계 ······································ 277
3. 학교교육 혁신의 주체로서 교원의 위상 제고 방안 ·································· 286
Ⅶ. 요약 및 제언 ·························································································· 297
1. 요약 ······················································································································ 297
2. 제언 ······················································································································ 311
참고문헌 ············································································································· 317