Journal of Curriculum and Evaluation
Korea Institute for Curriculum and Evaluation
Article

선택중심 교육과정이 학과만족 및 진로에 미치는 영향 -'법과 사회'를 이수한 법과대학 신입생을 중심으로-

최민식1, 김미미2
Minsik Choi1, Mimi Kim2
1이화여자대학교 조교수
2이화여자대학교 석사과정
1Assistant Professor, Ewha Womans University
2Graduate Student, Ewha Womans University

ⓒ Copyright 2007, Korea Institute for Curriculum and Evaluation. This is an Open-Access article distributed under the terms of the Creative Commons Attribution NonCommercial-ShareAlike License (http://creativecommons.org/licenses/by-nc-sa/4.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: Sep 1, 2007 ; Revised: Oct 1, 2007 ; Accepted: Oct 18, 2007

Published Online: Dec 31, 2007

요약

본 연구는 제7차 교육과정에서 새로이 도입ㆍ실시된 과목선택형 수준별 교육과정인 선택중심 교육과정의 목표 중에서 ‘진학 혹은 진로탐색교육’에 초점을 맞추어 그 효과성을 분석하였다. 특히 사회과 심화선택과목의 하나인 ‘법과 사회’ 과목의 진학 혹은 진로교과성에 주목하여, ‘법과 사회’ 교과의 학습경험에 대한 효과성을 학과만족과 진로준비의 차원에서 실증적으로 파악하고 시사점을 논의하는 데 목적이 있다. 서울지역 소재 5개 법과대학 1학년 457명을 대상으로 하여 ‘법과 사회’ 이수 유무 및 교과목 선정의 학생선택권의 유무에 따른 학과만족도 및 진로결정수준, 진로정체감, 진로준비행동수준의 차이를 살펴보았다. 연구결과 첫째, 과목선택권이 학생에게 주어졌는지의 여부를 구분하지 않는 경우 ‘법과 사회’ 이수집단은 비이수집단에 비하여 진로결정수준, 진로정체감, 진로 준비행동수준에서 통계적으로 유의한 차이를 나타냈으나, 학과만족도는 유의한 차이를 보이지 않았다. 둘째, ‘법과 사회’ 교과목 선정에 대한 학생선택권 유무를 분석에 포함시켜 살펴본 결과, 학생 선택권이 있는 경우 ‘법과 사회’ 이수집단과 비이수집단 간에 학과만족도 및 진로결정수준, 진로정체감, 진로준비행동수준에서 모두 유의한 차이를 나타내고 있었으나, 학생선택권이 없는 경우에는 과목의 이수 여부가 학과만족도나 진로관련 지수에 통계적으로 유의미한 차이를 나타내지 않았다. 학생들이 자신의 능력과 적성에 맞는 합리적인 진로선택이 가능하도록 학생의 교과목 선택권 확대가 선택중심 교육과정의 실효성을 위한 중요한 과제가 된다고 하겠다.

ABSTRACT

This study investigates the effects of learning experience of the subject ‘Law and Society', a subject newly adopted as an intensive optional subject of the 7th national curriculum. Students in the 11-12th grades take intensive optional subjects as a part of elective-centered curriculum. The elective-centered curriculum is designed to give students various experiences in the subjects and expand students' right to choose subjects they study so that they can plan for their future career after graduation. We focus on this nature of the intensive optional subjects of elective-centered curriculum. Our main question in this study is whether students who have taken ‘Law and Society' in high school are different from the other students who have not taken the course in terms of their satisfaction level in the major that they choose in college and their development of career seeking activity.

The research data were collected from surveying 457 law major college freshmen in 5 universities located in Seoul. The data analysis was carried out in two different ways. The t-test was used to compare the two groups (those who have taken the ‘Law and Society’ and those who have not), and we used multivariate regression to check the robustness of the results from the first part.

We found two interesting results. First, the differences between the two groups in terms of career decision level, career identity, and career preparation behavior were positive and statistically significant while the difference in students' satisfaction level in their major (law) was positive but statistically not significant.

Second, when we took into account the fact that some students actually did not have the right to choose the subject because of the limited number of teachers of the high school they attended, the differences between the two groups in their career related scores as well as the major satisfaction level became bigger and all statistically significant. This suggests that students' right to select subject should be expanded in order to achieve the goal of the elective-centered curriculum. Third, we also find that gender difference and student's experience of repeating in college entrance exam do not make any statistically significant difference in the major satisfaction level and the other career-related scores between the two groups.

Keywords: 선택중심 교육과정; 심화선택과목; 법과 사회; 학생의 교과목 선택권; 학과만족도; 진로결정수준; 진로정체감; 진로준비행동수준
Keywords: elective-centered curriculum; intensive optional subject; law and society; major satisfaction level; career decision level; career identity; career preparation behavior