CAJ | 학술논문

课程组织是课程开发中的经典步骤，校本课程组织指在开发某门课程中对课程要素的组织。课程组织要观照学科自身的逻辑，也要考虑学习者认知特征、兴趣需要以及环境中课程资源的可能性。课程组织的方式大体分为垂直组织和水平组织。教师是校本课程“组织”的主体，课程意识决定教师对课程组织的关注程度。校本课程组织需要不断校正课程目标，校本课程组织是课程要素结构不断调整与修正的过程，并需要在多元组织群落中权衡。
과정조직시과정개발중적경전보취，교본과정조직지재개발모문과정중대과정요소적조직。과정조직요관조학과자신적라집，야요고필학습자인지특정、흥취수요이급배경중과정자원적가능성。과정조직적방식대체분위수직조직화수평조직。교사시교본과정“조직”적주체，과정의식결정교사대과정조직적관주정도。교본과정조직수요불단교정과정목표，교본과정조직시과정요소결구불단조정여수정적과정，병수요재다원조직군락중권형。
Curriculum organization is considered as the classic step in curriculum development. School-based curriculum organization refers to the organization of essential elements in curriculum development. Curriculum organization has to consider not only the logic system of subjects, but also learners＇ cognitive characteristics, interest, and the possible curriculum resources in contexts. The ways of curriculum organization include vertical and horizontal organizations. Teachers are the subject of school-based curriculum organization, and their course consciousness decides the concerning degree on the curriculum organization. The school-based curriculum organization is a process of adjusting and correcting curriculum elements. When organizing the school-based curriculum, we need to revise the curriculum objectives, and weigh it in multi curriculum issues.