‘좋은’ 미술교과서의 선택 기준

Abstract

An art textbook, as the most concrete material mediating between curriculum and classroom, is concerned with realization of objectives in art education. This paper aims, by comparative analysis of selected textbooks, to examine what criteria teachers apply to select an art textbook, to understand the ground for their favoritism and to find ways of improving art textbooks. It first examined which textbook teachers liked most and least among seven textbooks for 3rd and 4th graders and 5 textbooks for 5th and 6th graders which had been developed on the basis of 2009 revised art education curriculum and approved by the editorial team. Then, the format and content of the textbooks that were most and least liked by the teachers were analyzed. It was found that the teachers' first consideration in selecting an art textbook was visual aspects of a textbook such as organization, format and level of editing. It was argued that to select a good art textbook appropriate for school learners, the government needs to specify selection criteria for development and approval of the textbook. The other area of need is that teachers try to devise ways of judging appropriateness of an art textbook in real educational settings.