한국과 일본 중학교 사회교과서의 탐구활동 비교분석

Abstract

The Korean 7th national curriculum focus on self directed exploratory learning and problem solvingabilities was revised in 2009 to expand the area of ‘inquiry activities'. The purpose of this studywas to examine whether the inquiry activities corresponds with the intent of self-directed learninghave been reflected properly in Korean and Japanese social studies textbooks. Korean and Japanesemiddle school social studies textbooks were analyzed under four criterion. The results were as follows;First, the frequency of inquiry activities were presented more frequently in Korean textbooks. Second, both Korean and Japanese textbooks had more portions of complex material than textmaterial. But while Korean textbooks had many entries of photographs, illustrations were found inJapanese textbooks. Third, learning content verification and comparison analysis questions accountedfor 51.8% in Korean textbooks. However, decision making questions accounted for 45.9% inJapanese textbooks. Fourth, a systematic analysis of adjunctive questioning in Korean textbooksshowed that low standard questions consisted of closed questions for students' content recollectionand convergent thinking which made up 71.4% of the total questions. However, in Japanese textbooksopen questions accounted for 58.1% of the total questions. The analysis on the inquiry activitiessuggests: tasks giving much room for various ways of thoughts through content inquiry activitiesshould be provided. Discussion activities in both Korean and Japanese social studies textbooksare not only small in numbers but also insufficient in quality. The discussion questions tend tosimply confirm ideas in the main text rather than discuss and apply these ideas in real terms. Therefore, improvements are needed both in terms of quantity and quality for inquiry activities topromote cognitive development which is one of the goals of self-directed learning.