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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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2010.1
- 수록면
- 175 - 204 (30page)
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초록· 키워드
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Standards are general statements about what students should know and be able to do across grade levels. Therefore, standards should be specific enough to provide sufficient substance to ensure that both local curricula and assessment will work toward a common end. However, since the standards usually represent the knowledge and skills students ideally should master by the end of the grade, they do not provide sufficient guidance for local curriculum development, or daily instruction. While particularly in the early reading stages, concrete and specified guidance are necessary for bottom-up skills acquisition such as letter identification, word recognition, or phonemic awareness; the current national standards do not provide appropriate information for dealing with these factors. This paper is to develop a specified standards for primary-grade reading and writing. To attain this goal, the English national curricula of several countries were analyzed from the developmental perspectives of reading and writing. On the basis of the analysis results, the content elements of reading and writing were selected and their coverage and sequences were established. Finally, individual content elements of each of the skills were then assigned to the third through the sixth grades, according to the difficulties and content sequence. Based on the outcome of the study, some suggestions were provided for the next national curriculum development.
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