자유학기제 운영 실태 분석 연구

Abstract

본 연구는 자유학기제의 성공적 정착을 위해 자유학기제 운영 실태를 종합적으로 분석하고 개선의 방향을 탐색하는데 목적을 두고 있다. 연구목적 달성을 위하여 연구대상으로는 교육주체로서 학교구성원인 교사, 학생, 학부모 모두를 포함하고, 자유학기 운영학교와 비운영학교를 대상으로 설문조사를 실시하여 비교 분석하였다. 연구 결과, 구성원 인식 측면에서는 자유학기제의 취지와 목적에 대해 긍정적 인식을 보이고 있으나 정책의 일관성과 지속성 측면에서 부정적 인식이 상당히 강하였다. 자유학기의 교육과정, 교수학습 및 평가 등 교육활동 측면에서는 교수-학습 변화가 크게 두드러졌으나, 교사들은 평가 기록과 공정한 평가에 대한 부담을 안고 있었다. 정책의 지원환경 측면에서는 인력풀 지원과 체험처 확보 지원 등에서 학교가 많은 어려움을 겪고 있는 것으로 분석되었다. 따라서 향후 자유학기제의 성공적 정착을 위하여 첫째, 운영학교와 비운영학교의 특성에 따라 차별적 연수 및 홍보 전략을 실행하고, 둘째, 정책 일관성과 지속성 확보를 위해 자유학기제와 일반학기 간의 연계 방안을 제시할 필요가 있으며, 셋째, 교사연구회 등 자발적인 교사 학습공동체를 활성화하는 등 지속적 노력이 필요함을 제언하였다.

In the early stages of implementing an educational policy such as Free-Semester Program, clearly understanding implementation is essential as it plays a vital role in determining the success and failure of the educational policy. In this context, the study aims to analyze how the Free-Semester Program operated in order to explore possible directions for improvement for successful future implementation of the program. To achieve this goal, all members of the school, teachers, students, parents etc. were included as research subjects in the study. Moreover, the study focuses on a comprehensive education that includes curriculum, teaching and learning, evaluation, and career counseling, which make up the main contents of education activities. From the perspective of environment of support, the study investigates the actual conditions of staff and material resources from inside and outside of the school. A survey was conducted and the collected information was comparatively analyzed among two groups of schools, the program operating group and the not-operating group, in order to make substantive suggestions for improvement in the program operation. The result of the research reveals that the research participants positively recognized the intent and purpose of the Free-Semester Program; however, they have strong negative awareness regarding the consistency and continuity of the policy. Remarkable changes were observed in teaching and learning activities, but teachers felt pressure to record evaluation results and evaluating fairly. In terms of school support, schools found it difficult to provide staff support and facilities to house activities. Therefore, the study makes three suggestions for the successful implementation of the program. First, a differentiated training and advertisement strategy should be provided to the schools operating the program and the schools that are not, according to their different characteristics. Second, the method of linkage between the free-semester and the normal semester should be developed in order to secure program

consistency and continuity. Third, continuous efforts to support teachers, such as regenerating

a teachers association or having self-directed learning groups of teachers for research on the

Free-Semester program, are necessary.