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초록· 키워드
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The purpose of this study was to examine how the achievement standards for the ‘Grammar’ area in the 2015 Revised Korean Language Curriculum were implemented in the middle school Korean language textbook for first-year students. To this end , implem entation aspects of the grammar area units were examined with 9 display versions of middle school first-year Korean language textbook. In the middle school first-year Korean language textbooks, achievement standards for ‘essence of language’, ‘part of speech’, and ‘vocabulary’ were implemented, and the findings are as follows:
Examining the achievement standards and textbook unit composition, it was found that three achievement standards have been consistently reflected in the textbooks since the fourth curriculum. Of the three achievement standards, the achievement standard for ‘part of speech’ has been consistently assigned to the middle school level with out significant change. In the case of the achievement standard for ‘essence of language,’ there were some changes in the content from the characteristics of the most changes was the achievement standard for ‘vocabulary,’ as its contents, which had been comprehensive, were modified to be more specific, and then changed again to be comprehensive. Because of such changes, the textbooks differed in content without clear criteria for the selection of educational contents. In regard to textbook unit organization, two of the three achievement standards were organ ized in one unit and the remaining achievement standard was combined with the achievement standard for a different area into one unit. That different area was ‘listening and speaking’ in eight of the nine textbooks, while it was ‘reading’ in the remaining one textbook.
Examining the contents of three achievement standards reflected in each textbook, results showed that concepts such as ‘arbitrariness, sociality, historicity, and creativity of language’ were presented in most of the textbooks in the area of ‘essence of language,’ thus connecting the standard to the life practice of Korean language with various activities, although there were textbooks that did not show this aspect. As for the implementation of ‘part of speech’ content, significant difference was not observed between textbooks, although slight difference was found in covering ‘classification criteria of part of speech.’ As for the implementation aspects of achievement standard for ‘vocabulary’ content, the textbooks rather lack ed clarity even in the manner of describing the curriculum, bearing similarity to content changes mentioned earlier. As a result, contents differed greatly between textbooks.
The results of this study will contribute to evaluating how the contents specified in the 2015 Revised Curriculum are implemented in textbooks. It is also expected that the study results will be helpful for teachers in selecting Korean language textbook .
Examining the achievement standards and textbook unit composition, it was found that three achievement standards have been consistently reflected in the textbooks since the fourth curriculum. Of the three achievement standards, the achievement standard for ‘part of speech’ has been consistently assigned to the middle school level with out significant change. In the case of the achievement standard for ‘essence of language,’ there were some changes in the content from the characteristics of the most changes was the achievement standard for ‘vocabulary,’ as its contents, which had been comprehensive, were modified to be more specific, and then changed again to be comprehensive. Because of such changes, the textbooks differed in content without clear criteria for the selection of educational contents. In regard to textbook unit organization, two of the three achievement standards were organ ized in one unit and the remaining achievement standard was combined with the achievement standard for a different area into one unit. That different area was ‘listening and speaking’ in eight of the nine textbooks, while it was ‘reading’ in the remaining one textbook.
Examining the contents of three achievement standards reflected in each textbook, results showed that concepts such as ‘arbitrariness, sociality, historicity, and creativity of language’ were presented in most of the textbooks in the area of ‘essence of language,’ thus connecting the standard to the life practice of Korean language with various activities, although there were textbooks that did not show this aspect. As for the implementation of ‘part of speech’ content, significant difference was not observed between textbooks, although slight difference was found in covering ‘classification criteria of part of speech.’ As for the implementation aspects of achievement standard for ‘vocabulary’ content, the textbooks rather lack ed clarity even in the manner of describing the curriculum, bearing similarity to content changes mentioned earlier. As a result, contents differed greatly between textbooks.
The results of this study will contribute to evaluating how the contents specified in the 2015 Revised Curriculum are implemented in textbooks. It is also expected that the study results will be helpful for teachers in selecting Korean language textbook .
목차
Ⅰ. 들머리
Ⅱ. 성취기준과 교과서 단원 편성
Ⅲ. 성취기준별 내용 구현 양상
Ⅳ. 마무리
참고문헌
Abstract
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UCI(KEPA) : I410-ECN-0101-2018-373-001834390