한 연구자의 지역화 보완도서 집필 경험

Abstract

This study is to describe the experience of researcher who has participated in writing localized complementary textbook, ‘The life of Jeollabukdo’. Furthermore, the study is to search of development courses for localized elementary textbooks by stating strong points and difficult problems of localized textbooks based on the writings of ‘The life of Jeollabukdo. ‘The life of Jeollabukdo’ has been developed in phases over the three years in the way to add a new writing direction including previous version. The 2.0 version developed in a first year was the textbook considering the developmental stages and interests of children. The 3.0 version made in a second year was the textbook reflecting the achievement standards flexibly. The 4.0 version written in a third year is designated as the textbook that can be cultivated teachers’ curriculum professionalism. The strong points of localized textbooks based on writing experience are as follows: First, the writing process of textbook was stable. Therefore, public opinions including teachers’ can be possibly accepted through sufficient research by sequential development approach. In addition, teachers could apply implement perspectives of curriculum in flexible and strong ways. Lastly, the localized textbooks can help develop teachers’ curriculum professionalism and give teacher education system. On the other hand, when taking into consideration that localized textbooks are not in the category of official textbooks, teachers rarely adopt localized ones and there are no interests and supports from local communities. Furthermore, expenses for developing textbooks and local community are not supported. Several implications can be presented based on these results of the study. First, the autonomy of curriculum need to be set up with bottom-up development of curriculum. Secondly, the textbooks need to be developed not as a complementary material of a government approved textbook but as an alternative of it. Lastly, localized textbook can give an opportunity to improve teachers’ curriculum professionalism if it provides teacher education system that teachers are not just an user of curriculum but establishing themselves as a developer of curriculum.