지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study set out to analyze the objectives of French education in high school from a diachronic perspective, the major content and emphasis of each revision period, and changes brought about by each revision, as well as suggest directions for more advanced objective setting in French education. The following suggestions were made as to objective setting directions in future French education: First, the spirit and principles of a curricular introduction should be explicitly reflected in the objectives because the structure makes it inevitable for the spirit of the introduction to be reflected in particulars both directly and indirectly in the country’s centralized curriculum development system in which the national-level introduction is closely related to particulars (subject curriculums) in the process of development. Second, the theories and practices of foreign language teaching methods in vogue at the time of setting an educational objective in French education should be embraced, connected and presented explicitly in the description of the objectives. Curriculums should be developed in a way that the latest foreign language theories can be well integrated into the curriculums in order to provide high quality and consistent foreign language education. Finally, there should be balanced materialization works for the three domains of objectives, namely language, culture, and attitude. Currently, only the language objectives are materialized with the culture and attitude domain still at the abstract level. When setting curricular objectives in the future, materialization works should be done in the culture and attitude domain in a similar level to the language objectives.
목차
1. 서론
2. 교육 목표
3. 프랑스어과 교육과정 목표의 변화
4. 프랑스어과 교육과정 목표의 핵심 요소 분석
5. 결론
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UCI(KEPA) : I410-ECN-0101-2014-700-002911891