This study aims to develop a standardized curriculum and instructional model for gifted elementary students in mathematics. Despite the significant development of gifted education since the enactment of the Gifted Education Promotion Act, Korea has recently faced a decline in student participation due to inconsistent educational quality and a lack of standardized criteria. To address these challenges, this study utilized the Backward Design model by Wiggins and McTighe as its core theoretical framework. The objective was to develop an exemplary standard curriculum for gifted education institutions in Seoul that could simultaneously achieve “standardization of goals” and “flexibility of instructional methods.” A comprehensive methodology involving a literature review, expert surveys, and expert consultations was employed. The research resulted in a curriculum composed of six core competencies and a corresponding content system, presenting clear standards to ensure vertical continuity across grades and resolve the problem of content overlap. The curriculum, developed as a modular type based on the Backward Design model, allows teachers to flexibly reconfigure it based on their professional expertise, institutional characteristics, and student achievement levels. The findings are expected to enhance the consistency and quality of gifted education and contribute to fostering innovative talents with a strong sense of social responsibility.
Park et al. (Sun,) studied this question.
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