본 연구는 특수학급 교사의 교육과정 재구성 인식, 실천지식과 실행 수준과의 관계를 분석하여 특수학급 교사의 교육과정 재구성 실행수준을 높이기 위한 방안을 모색하려는 것이었다. 연구대상은 전남 특수학급 교사 120명을 대상으로 하였으며, 수집된 질문지는 일원변량분석(one way ANOVA)과 단계적 중다회귀분석(multiple regression analysis)로 분석하였다. 본 연구에서 밝혀진 결과를 요약하면 다음과 같다. 첫째, 특수학급 교사의 교육과정 실천지식은 교직경력, 학술 및 연구 활동 참여정도에 따라 차이가 있었다. 그러나 연수경험에서는 집단간에 유의미한 차이가 없었다. 둘째, 특수학급 교사의 교육과정 재구성 인식수준은 교직경력, 교육과정 연수 경험, 학술 및 연구 활동 참여정도에 따라 차이가 있었다. 그리고 교육과정 재구성 실행수준은 교육경력에 따라 차이가 있었다. 셋째, 교육과정 실천지식은 교육과정 재구성 실행수준에 유의미한 영향을 주는 변수로 나타났다. 연구결과를 바탕으로 논의와 결론을 도출하였다.

This study analyzed the relationships among special class teachers' recognitions knowledges and executive abilities on curriculum modification. Using a sample 120 special class teachers who are working Chonnam area in Korea, the collected data from them were analyzed one way ANOVA and stepwise multiple regression analysis. This study found the following results: First, the knowledges on curriculum modification were wide different according to educational career and participation degree of academic and research activities. But It was not different by curricular field study degree in special education. Second, the recognition levels on curriculum modification of special class teachers were statistically different according to educational career, curricular field study degree and participation degree of academic and research activities. And the executive abilities on curriculum modification were different according to educational career statistically. Lastly, the knowledges on curriculum modification were significant to the determination factor for executive ability on curriculum modification. These findings suggest that the executive ability on curriculum modification were effected on the recognition levels, and knowledge on curriculum modification of special class teachers.

This study analyzed the relationships among special class teachers' recognitions knowledges and executive abilities on curriculum modification. Using a sample 120 special class teachers who are working Chonnam area in Korea, the collected data from them were analyzed one way ANOVA and stepwise multiple regression analysis. This study found the following results: First, the knowledges on curriculum modification were wide different according to educational career and participation degree of academic and research activities. But It was not different by curricular field study degree in special education. Second, the recognition levels on curriculum modification of special class teachers were statistically different according to educational career, curricular field study degree and participation degree of academic and research activities. And the executive abilities on curriculum modification were different according to educational career statistically. Lastly, the knowledges on curriculum modification were significant to the determination factor for executive ability on curriculum modification. These findings suggest that the executive ability on curriculum modification were effected on the recognition levels, and knowledge on curriculum modification of special class teachers.

Recognition on Curriculum Modification, Knowledge on Curriculum Modification, Executive Ability on Curriculum Modification, Curriculum Adaptation, Curriculum Augmentation, Curriculum Alternation