미래 사회를 살아갈 인재를 키우기 위한 방안이 다각적으로 모색되는 가운데 교육계에서는 핵심역량을 전면에 내세운 2015 개정 교육과정을 통해 사회적 변화에 대응하고 있다. 2015 개정 교육과정 총론에는 ‘자기관리 역량, 지식정보처리 역량, 창의적 사고 역량, 심미적 감성 역량, 의사소통 역량, 공동체 역량’ 등 6개의 핵심역량이 제시되는데, 현재는 이들 핵심역량이 교육과정 내에서 갖는 위상과 이해의 방법, 활용 방안을 모색하는 단계이다. 핵심역량은 포괄성과 총체성을 지니고 있으면서도 그 자체가 지식, 기능, 태도로 구성되는바, 핵심역량은 현재 교육과정의 체계 및 성취기준 특성과도 연관성을 지닌다. 과거와의 연속성을 유지해야만 하는 교육과정, 학생들의 학교 밖 삶에까지 실질적인 효과를 나타내야만 하는 핵심역량의 특성을 각각 고려하면서도, 핵심역량이 반영된 교육과정의 실행과 평가라는 실제적 국면에 의미 있는 솔루션을 제공하기 위해서는 핵심역량의 의미를 기반으로 한 하위요소의 구안이 필요하다. 따라서 본 연구에서는 국내외에서 이루어진 의사소통 역량 관련 연구와 자료들을 검토하여, 2015 개정 교육과정 총론에 제시된 핵심역량으로서 의사소통 역량의 의미를 검토하고 델파이 조사, 전문가 검토를 거쳐 의사소통 역량 하위요소를 추출하였다. 또한 해당 하위요소의 실제적인 효용성을 검토하기 위해 각 하위요소들과의 성취기준과의 연계성을 2015 개정 중학교 교육과정 중 국어과 및 사회과를 중심으로 예시하였다. 향후 2015 개정 교육과정 총론에 제시한 여타의 핵심역량들의 하위요소를 구안하고, 핵심역량의 하위요소와 교과별 교육과정 성취기준을 매핑(mapping)하는 연구가 후속될 필요가 있다.
Every sector of society is looking for ways to raise talented people to live in future society. The education sector is responding to social change through the 2015 revised national curriculum, which puts its core competency at the forefront. Six core competencies such as self-management competence, knowledge information processing competence, creative thinking competence, aesthetic emotional competence, communication competence, and community competency were presented in the 2015 revised curriculum. It is in the early stages to study the status and methods of understanding and utilization of these core competencies in the curriculum at the current level. Core competencies are related to the current system of curriculum and achievement standards in that core competencies are composed of knowledge, skill, and attitude, while possessing inclusiveness and overallness. Considering the actual aspects of education in which the continuity with the past must be maintained, the core competencies that should have practical effects on students’ life outside school, and the implementation and evaluation of curriculums reflecting core competencies, the practical solution is to design sub-elements based on the meaning of core competencies. For this purpose, this study reviewed the researches and data related to communication competence in Korea and abroad, and examined the meaning of communication competence as core competency presented in the 2015 revised national curriculum. In addition, Delphi survey and experts review were conducted to extract sub-elements of communication competence. In order to examine the practical effectiveness of the sub-elements, the linkages between the sub-elements and the achievement standards are illustrated with reference to the Korean Language and Social Studies in the 2015 revised national middle school curriculum. Sub-elements of the remaining core competencies presented in the 2015 revised national curriculum should also be developed. Also, mapping studies of the sub-elements of core competencies and the achievement standard of curriculum by subject should be followed.
Every sector of society is looking for ways to raise talented people to live in future society. The education sector is responding to social change through the 2015 revised national curriculum, which puts its core competency at the forefront. Six core competencies such as self-management competence, knowledge information processing competence, creative thinking competence, aesthetic emotional competence, communication competence, and community competency were presented in the 2015 revised curriculum. It is in the early stages to study the status and methods of understanding and utilization of these core competencies in the curriculum at the current level. Core competencies are related to the current system of curriculum and achievement standards in that core competencies are composed of knowledge, skill, and attitude, while possessing inclusiveness and overallness. Considering the actual aspects of education in which the continuity with the past must be maintained, the core competencies that should have practical effects on students’ life outside school, and the implementation and evaluation of curriculums reflecting core competencies, the practical solution is to design sub-elements based on the meaning of core competencies. For this purpose, this study reviewed the researches and data related to communication competence in Korea and abroad, and examined the meaning of communication competence as core competency presented in the 2015 revised national curriculum. In addition, Delphi survey and experts review were conducted to extract sub-elements of communication competence. In order to examine the practical effectiveness of the sub-elements, the linkages between the sub-elements and the achievement standards are illustrated with reference to the Korean Language and Social Studies in the 2015 revised national middle school curriculum. Sub-elements of the remaining core competencies presented in the 2015 revised national curriculum should also be developed. Also, mapping studies of the sub-elements of core competencies and the achievement standard of curriculum by subject should be followed.
