Bloom의 신교육목표 분류학에 기반한 2022 개정 가정과 교육과정 성취기준 분석

초록

This study analyzes the achievement standards of the 2022 revised Home Economics curriculum for elementary,middle, and high schools using the Revised Bloom’s Taxonomy. A total of 140 analytical units were derived bysegmenting 59 achievement standards into simple sentences composed of learning content and behavioralverbs. The classification of these units into dimensions of knowledge and cognitive processes achievedcomplete inter-rater agreement, as confirmed by Cohen’s Kappa coefficient (κ = 1). The results showed thatconceptual knowledge was the most frequently emphasized dimension of knowledge, followed by procedural,metacognitive, and factual knowledge. In the cognitive process dimension, the order of frequency was as follows:understanding, analyzing, creating, applying, evaluating, and remembering. By school level, elementary standardsfocused on procedural knowledge and the processes of understanding and applying; middle schools emphasizedconceptual knowledge and analytical thinking; and high schools highlighted metacognitive knowledge andcreative and reflective thinking. In terms of the content area, there were notable differences in the types andlevels of knowledge and cognitive processes required across school levels. These findings indicate that the2022 revised curriculum is systematically structured to foster the progressive development of knowledge andthinking skills aligned with students’ cognitive growth. However, the absence of combined procedural knowledgeand evaluation suggests a limitation in fostering critical and practical problem-solving skills. Therefore, futurecurriculum revisions should include achievement standards that assess procedural knowledge and promotediverse combinations of knowledge and cognitive processes to enhance learners’ multidimensional thinking.

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