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이 연구는 개정된 제 7차 수학과 교육과정을 현장에서 실천하고 있는 초등 교사들을 대상으로 교육과정 운영 실태를 분석하고 현장 적용에 따른 문제점을 조사하여 개선안을 모색하고자 하였다. 이를 위해 서울시내 초등교사 1,2,3,4학년 담임교사를 대상으로 설문조사를 실시하였다. 조사 결과, 교육과정의 원활한 운영을 위한 사전연수미비, 교사들의 단위학교 수학과 교육과정개발에 대한 관심과 참여가 저조하였음이 나타났다. 또한 단계형 수준별 교육과정의 도입 취지에 대해서는 긍정적이었으나 과밀학급, 물인적 자원지원체제 미비 등 교육환경적 요인과 보충과정 운영 및 재이수 문제 등 교육과정 자체요인으로 인해 단계형 수준별 교육과정 운영에 어려움을 겪고 있는 것으로 나타났다. 이에 국가수준의 교육과정 의도를 성공적으로 현장에 정착시키기 위해 국가 차원의 체계적이고 집중적인 교원연수 및 물인적 자원의 지속적인 지원이 필요하며, 교사들의 합의와 숙의 과정을 통해 각 단위학교 실정에 적합한 수학과 교육과정을 개발하고, 교육운영방식을 자율적으로 선택하고 개발할 수 있도록 지원해 주어야 할 필요성이 제기되었다.


The purpose of the study is investigate the way how the 7th revised elementary mathematics curriculum is recognized by teachers at school and how it is being implemented by them. This study is based on the results of the survey over teachers who teach the first, second, third and fourth graders and observations of sample classes. The survey was focused on finding out how teachers recognized, operated and adjusted the 7th mathematics curriculum. The results of the survey were as follows. The 7th mathematics curriculum was generally recognized by most teachers through inside and outside school training, not very well nor not very bad. The surveyed teachers, however, were not well aware of the program and operation of curriculum since not many of them participated in the procedures of adjusting the curriculum to each school at the beginning of the semester. It was founded that most teacher participants in survey agreed to the integration of the differentiated curriculum into classroom. However, they regarded overly populated classes, lack of supporting systems and materials, and level education as main obstacles in adjusting the 7th mathematics curriculum. Based on the results of the survey, this study suggests the followings in order to make the 7th revised mathematics curriculum be better implemented at school. Recognition and understanding of the new curriculum by teachers should be continuously enhanced through various formal and informal trainings given by national, municipal or provincial education authorities. And educational authorities should keep supporting systematic materials and information. More deliberation should be made on the differentiated curriculum which many teachers agree to find difficulty adopting at school. Each school should have more discussion on this matter and try to find way to adjust to individual school under its unique circumstances.