<차 례>

Ⅰ. 서론 ···················································································································1
1. 연구의 필요성과 목적 ·······························································································3
2. 연구 내용 ·················································································································5
3. 연구 방법 ···············································································································10

Ⅱ. 선행 연구 분석 ································································································17
1. OECD 교육 2030 사업과 미래 교육의 방향 ·························································19
2. 교육과정 실행에 대한 관점과 영향요인 ··································································23
3. 혁신적인 교육과정 실행에서 구성원의 역할과 상호작용 ··········································27
4. 국내 역량교육 실행의 특징 및 주요 이슈 사항 ······················································34
5. 선행연구와 본 연구의 차별성 ·················································································36

Ⅲ. OECD 교육 2030에 나타난 역량교육의 실행 ···············································39
1. OECD 교육 2030 진행사항과 역량교육의 국제 동향 ············································41
2. OECD 교육 2030에 나타난 역량교육 실행의 특징 ···············································49
3. 소결 및 시사점 ····································································································73

Ⅳ. 역량교육 실행 전략과 지원에 대한 해외 사례 ················································77
1. 홍콩 ·······················································································································79
2. 호주 ·······················································································································89
3. 캐나다 브리티시 컬럼비아주 ···················································································99
4. 싱가포르 ··············································································································110
5. 소결 및 시사점 ····································································································118

Ⅴ. 국내 역량교육 실행에 대한 사례 조사 ···························································125
1. A 중학교 사례 ·····································································································128
2. B 중학교 사례 ·····································································································148
3. C 중학교 사례 ·····································································································168
4. D 고등학교 사례 ·································································································189
5. E 고등학교 사례 ··································································································217
6. 결과 종합 분석 ····································································································243
7. 소결 및 시사점 ··································································································256

Ⅵ. 미래지향적 역량교육 실행 전략 도출 ·····························································261
1. 연구 주요 결과 ····································································································263
2. 미래지향적 역량교육의 실행 전략 ········································································272
3. 결어 ·····················································································································285

참 고 문 헌 ·········································································································289
Abstract ··············································································································301
부 록 ···················································································································311