[국외현안보고서]2020년 제6호 미국 메트스쿨 현황과 시사점: 빅픽처러닝의 정신과 그 확장을 중심으로

교육현안분석

내용요약: 우리나라 및 세계의 교육전문가(교사, 교육행정가, 교육 연구자 등)들은 질 좋은 교육을 제공하기 위해 그간 다양한 시도를 해 왔다. 이러한 시도 중 학생 맞춤형 교육과정에 대한 관심이 최근 높아지고 있다. 학생 맞춤형 교육과정은 이미 정해진 교육과정을 학생이 무조 건적으로 따를 것을 요구하지 않는 대신, 개별 학생의 흥미와 요구에 따라 교육과정을 유 동적으로 조직할 수 있게 해준다. 그럼으로써 학생은 자신의 삶과 더욱 밀접한 교육 경험 을 선택할 수 있다. 뿐만 아니라 이러한 선택의 기회를 통해 학생은 자신의 학습에 대해 주체적으로 결정을 내리고 그 결정에 책임을 지는 연습을 할 수 있다. 다시 말해서, 학생 자신이 주체가 되어 교사, 보호자 등 의미 있는 타인의 보호와 지도하에 자신의 미래를 계 획하고 이를 실천함으로써 앞으로 성인이 되었을 때 스스로 삶의 주인이 되는 습관을 키울 수 있다

Ⅰ 들어가는 말 ···············································································1

Ⅱ 빅픽처러닝의 배경 및 특징 ·······················································3

1. 메트스쿨의 설립 ···········································································3

2. 빅픽처학교의 특징 ········································································5

Ⅲ 빅픽처학교의 실제 ···································································10

1. 담당교사제(advisor) ···································································10

2. 보호자 참여 ················································································12

3. 인턴십 ·························································································13

4. 발표 ····························································································16

Ⅳ 빅픽처학교의 운영 ···································································18

1. 교사 책무성 ················································································18

2. 지도자 교육 ················································································21

Ⅴ 요약 및 시사점 ········································································22

참고문헌 ·····························································································26

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