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• W4384208104 abstract "최근 인공지능을 비롯한 첨단 기술의 눈부신 발달에 힘입어 사회 각 분야에서 개인의 관심, 특성, 요구 등에 맞춘 최적화된 서비스를 제공하기 위한 ‘개인화’ 노력이 고도화되고 있다. 아울러 다른 한편에서는 제품이나 서비스를 일정한 기준에 따라 통일하고 규격화하는 ‘표준화’ 전략도 시행되고 있다. 개인화와 표준화는 서로 상반되는 목적과 논리를 통해 여러 제도와 영역의 운영과 발달에 기여하고 있다. 따라서 각 분야별로 어떠한 접근이 중심이 되어야 하는지, 그리고 그 근거는 무엇인지에 대한 진지하고 면밀한 논의가 요청된다. 이러한 맥락에서 본 연구는 학교 제도가 줄곧 표준화 전략을 고수해오고 있다는 점에 대해 문제를 제기하고자 하였다. 이를 위해 그 기반이 되어 온 표준화 전략과 Taylor의 과학적 관리운동의 특성을 살펴본 후, 학교의 교육과정, 교수방법, 평가방법 등을 중심으로 표준화 전략의 실제와 한계를 비판적으로 검토하였다. 또한 개인화 시대의 도래가 던지는 메시지를 내재적 동기와 자기 결정권의 가치, 차이와 다양성의 의의, 그리고 측정치로 감환될 수 없는 전인적 자아의 중요성 등을 중심으로 분석, 제시하였다. 논의를 통해, 학교 체제를 작동시키고 있는 표준화-측정-비교-경쟁 등으로 이루어진 굳건한 폐쇄적 연결 고리는 교육이 아닌, 교육 외적 기능을 위해 봉사하는 논리라는 점을 확인하고, 이를 극복할 수 있는 새로운 관점의 필요성이 제시되었다.Based on the recent remarkable development of advanced technologies including artificial intelligence, the era of ‘personalization' has arrived to provide optimized services tailored to individual interests, characteristics, and needs in various fields of society. On the other hand, a ‘standardization’ strategy is being implemented to unify products or services according to certain standards. Personalization and standardization do not necessarily mean one is right and the other is wrong, but they contribute to the operation and development of various systems and areas through respective purposes and logic. Therefore, a serious and thorough discussion on which approach should be followed in respective areas is required. In this context, this study aims to raise a question about the fact that the school system has been sticking to a standardization strategy since its birth. For this purpose, after examining the standardization strategy that has been the basis of Taylor's scientific management movement, the reality and limitations of the standardization strategy were critically reviewed, focusing on school curriculum, teaching methods, and evaluation methods. In addition, the message of the advent of the era of personalization was analyzed, focusing on the value of intrinsic motivation and self-determination, the significance of uniqueness and diversity, and the importance of the whole person, which cannot be reduced into the number. Through the discussion, it is confirmed that the strong closed link consisting of standardization, measurement, comparison, and competition that operates the school system serves not the value of education but the political and sociological function, and the need for a new perspective is suggested." @default.
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• W4384208104 date "2023-06-30" @default.
• W4384208104 modified "2023-09-23" @default.
• W4384208104 title "Critical analysis on the function and limitations of the ‘standardization’-based school system in the era of ‘personalization’" @default.
• W4384208104 doi "https://doi.org/10.19118/edp.2023.28.1.45" @default.
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