An Analysis of Reading Materials and Activities in Sixth Grade English Textbooks based on Bloom’s Revised Taxonomy
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This study aims to investigate how reading texts and activities are presented in the 6th grade English textbooks of the 2015 revised national curriculum, concerning students’ cognitive process and knowledge dimension based on Bloom’s revised taxonomy. One hundred and forty-one (141) reading text types and 291 reading activities are examined from 5 English textbooks. The result of this study can be summarized as follows: First, the overall distribution of cognitive process dimension is found in the ‘Remember section’ with 50.52% which indicate the primary students’ learning is focused on retrieving or identifying simple information of the written text or the patterned English expressions embedded in the text. Second, similarly, for knowledge dimension, factual knowledge is found to be the predominant category with 84.19%, which is relevant to lexical knowledge or knowledge of specific details. Third, according to these converged dimensions of knowledge and cognitive process in primary English reading activities and reading texts, the study suggests to provide diverse reading texts and activities which could facilitate other cognitive processes and knowledge in primary English textbooks.
Abstract
This study aims to investigate how reading texts and activities are presented in the 6th grade English textbooks of the 2015 revised national curriculum, concerning students’ cognitive process and knowledge dimension based on Bloom’s revised taxonomy. One hundred and forty-one (141) reading text types and 291 reading activities are examined from 5 English textbooks. The result of this study can be summarized as follows: First, the overall distribution of cognitive process dimension is found in the ‘Remember section’ with 50.52% which indicate the primary students’ learning is focused on retrieving or identifying simple information of the written text or the patterned English expressions embedded in the text. Second, similarly, for knowledge dimension, factual knowledge is found to be the predominant category with 84.19%, which is relevant to lexical knowledge or knowledge of specific details. Third, according to these converged dimensions of knowledge and cognitive process in primary English reading activities and reading texts, the study suggests to provide diverse reading texts and activities which could facilitate other cognitive processes and knowledge in primary English textbooks.
참고문헌 (28)
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