Practice of Elementary School Cultural Heritage Learning Through Alignment of Curriculum-Instruction-Evaluation: as an example

The purpose of this study is to reveal the design and teaching process of elementary school cultural heritage lesson by alignment of curriculum - instruction - evaluation from the viewpoint of the student s cultural practice in order to overcome the problems and limitations of existing cultural heritage learning. First, it examines the meaning and current status of cultural heritage education in Korea, and set the direction and task of new cultural heritage education as conversion from knowledge-based cultural heritage learning to “Cultural practice”, learning of heritage linked with students life and experience, learning of cultural heritage, learning of cultural heritage through integration by alignment of curriculum-instruction-evaluation, and increasing the interest in intangible cultural heritage. After designing a cultural heritage lesson reflecting this, I focused on drawing implications while appreciating the process of class practice.The implications of the research and the educational significance are as follows. First, we carried out cultural heritage learning to move from ‘Cultural Heritage Learning as a Transmission’ to ‘Cultural Activities’. Second, we conducted cultural heritage learning in the area that links students lives, experiences and living world. Third, it showed the typical characteristics of elementary school cultural heritage learning through integration by alignment of curriculum-instruction-evaluation Fourth, through the study of cultural heritage, it showed the possibility of ‘recontextualization’ in addition to expanding awareness of intangible cultural heritage. Fifth, we pay attention to the role of teachers as a practitioner in creating curriculum, design and implement cultural heritage education, and analyze(reflect) the process and results. Based on the results of the research, researchers who are interested in cultural heritage education can diversify according to characteristics of each region, life experiences of students and aspects of cultural heritage resources, I hope to practice learning about cultural heritage of ‘Cultural Activities’ through alignment of curriculum-instruction-evaluation.