백워드 설계를 기반으로 한 국어과 수행 과제 구성 방안: 「독서」교과서의 ‘사실적 읽기’ 단원을 중심으로

Abstract

The purpose of this study was to analyze the backward design method as a teaching and learning method for the revised Korean language curriculum and to present tasks for reading units based on this analysis. To accomplish this, the core contents of the 2015 revised curriculum was analyzed, the procedures of the backward design method was reviewed as a basis for constructing the reading field tasks of the Korean language department. In the revised curriculum, which emphasizes competency and understanding, the backward design method could serve as a useful curriculum design model. If the curriculum is constructed by reflecting this model, a contextual approach to learning the content is possible and the linkage between the evaluations can be clearly defined. In this way, when the Korean language tasks are constructed based on the backward design method the context is emphasized which allow students to clearly recognize the goal of the Korean language lessons. In this study, GRASPS was used to present the tasks of ‘realistic reading’. By using this method, students were able to acquire strategies with high history in a more practical and contextual context. In order to apply the backward design to the classroom, the area of the professionalism of the teacher should also be changed. Teachers should move away from the expertise to communicate the content of the learning. Instead, the teacher should have an assessment expertise to collect and judge diverse evidence that students have come to a enduring understanding. In addition, knowledge and functions acquired in classroom instruction should be designed to match the actual life context of the learner. For this purpose, the textbooks should be reconstructed in the context of the students’ lives, and the evaluation and learning contents according to the goals should also be consistent.