초등학교 교육과정에서 자유와 시장경제 교육내용의 현황과 문제


The Current Situation and Problems of the Educational Contents of Freedom and the Market Economy in the Elementary School Curriculum

이언주, 배진영

피인용수 : 0(자료제공 : 네이버학술정보)



Elementary school days are the time when students begin to learn basic knowledge of and the attitude toward liberal democracy and the market economy which our society is intending to reach, so it’s a critical period. Therefore, the educational contents of an individual’s freedom and the market economy, presented in the current elementary school curriculum, need a close analysis. This paper aims at examining whether the current curriculum of elementary social studies and moral education substantially reflects an individual’s freedom and the market economy or not, and whether there are any existing curricular problems. This study reveals that the educational contents of individual’s freedom and the market economy, described in the textbooks and the teachers’ guidebooks of elementary social studies and moral studies in accordance with the Seventh Curriculum and the revised curriculum in 2007, have the following problems. First, in terms of an individual’s freedom, the Seventh Curriculum of social studies puts more emphasis on equality than on an individual’s freedom in a democratic society, and explains “an individual’s right to own property is not sacrosanct.” This explanation is very different from the one in the previous curriculum which stressed an individual’s freedom, and contains the danger to encourage students to think light of an individual’s right to hold property. And the Seventh Curriculum of moral studies was proved to have the lowest rate of an individual’s freedom, a system, and the current situation of North Korea, compared to the previous curriculum. Second, speaking of the contents related to the market economy, the details about the roles of market, that is, to decide on the price of goods and to control the supply and the demand, the features of prices, currency and monetary circulation, and competition have been reduced and eliminated in the Seventh Curriculum of social studies. In addition, the economic system of Korea is described :to adapt a mixed economic system, centered on the free market:, which can cause some problems. Third, in relation to production and enterprises, the Seventh Curriculum of social studies can neither present the contents of production activities, production elements, industries, etc. dynamically, nor deal with the concepts related to enterprises, such as companies, profit, and capital in detail. Furthermore, an individual’s action of making choices is described only from the viewpoint of consumers, while that from the viewpoint of producers and enterprises is rarely explained. Fourth, dealing with the contents of market and government, there is not enough explanation on the government’s role to protect individuals’ life, freedom and right to hold property in the Seventh Curriculum of social studies. Rather, it’s described as if the government’s intervention in the free market is a kind of justification. Besides, only the bright sides of the government’s effort to enhance welfare and of the business to support North Korea are focused on, while the educational contents on the individuals’ attitude and mind about the government’s welfare system are absent. Fifth, it’s worrisome that in the revised curriculum the term, ‘consumer’s right’, is introduced and emphasized, which can lead students to stretch the meaning of consumer’s right, and that ‘balanced thinking’ is too focused on so that students might not be able to explain the process how the market economy has been developing as the internal diversity and complexity of free market economy have been increasing. Therefore, the future curriculum of social studies and moral education for elementary schools are demanded to be revised and complemented in relation to an individual’s freedom and the market economy, and to organize its contents in a more systematical way.


초등학교 시기는 우리 사회가 지향하고자 하는 자유민주주의와 시장경제의 기본적인 소양과 태도를 익히는 입문기이자 가장 중요한 시기이다. 따라서 현행 초등학교 교육과정에 제시되어 있는 개인의 자유와 시장경제에 관한 교육내용을 면밀히 분석해 볼 필요가 있다. 이 논문의 목적은 현행 초등학교 사회과, 도덕과 교육과정이 개인의 자유와 시장경제를 충실히 반영하고 있는지, 그리고 교육내용상의 문제는 없는지에 관하여 검토하는 데 있다. 이 논문에서는 제7차 교육과정 및 2007년 개정 교육과정에 따른 초등학교 사회과, 도덕과 교과서 및 교사용 지도서에 서술되어 있는 개인의 자유, 시장경제 및 우리나라 경제 제도, 생산과 기업, 정부의 역할 등의 내용에서 제기 될 수 있는 문제점을 지적하였다. 이에 따라 향후 초등학교 사회과, 도덕과 교육과정은 개인의 자유와 시장경제 관련 교육내용의 수정 및 보완이 필요하며, 보다 체계적인 내용 구성이 요구된다.


 I. 서론
 II. 해방 후 초등학교 교육과정에 따른 자유와 시장경제 교육내용의 변천
 III. 현행 초등학교 교육과정의 자유와 시장경제 교육내용
 IV. 현행 초등학교 교육과정에서 자유와 시장경제 교육내용의 현황과 문제
 V. 결론


  • 이언주 Eonju Lee. 연천초등학교, 교사
  • 배진영 Jinyoung Bae. 인제대학교 국제경상학부, 교수


자료제공 : 네이버학술정보

    함께 이용한 논문

      ※ 기관로그인 시 무료 이용이 가능합니다.

      • 8,800원

      0개의 논문이 장바구니에 담겼습니다.