2015 교육과정 중1 국어 교과서 듣기 활동 분석

Abstract

The purpose of this study is to quantitatively and qualitatively analyze the listening activities of the Korean language textbooks in the revised curriculum in 2015. The analytical criteria were set as 'the aspect of the listening activity to reflect the language-integrated skills to some extent, the aspect of the identity reflection of the listening activities, and the fulfillment of reflecting the listening․speaking standard of the 2015 curriculum. As a result of analyzing the linguistic integration of listening activities, 'L+S' 27.4%, 'R+W' and 'L+S+W' were 22.4% and 20.6%, respectively. In particular, 'R+W' does not reflect the characteristics of 'listening', so it can be said that it needs to be corrected and supplemented. As a result of analyzing the aspect of the identity of listening activities, the number of 'lack of identity of listening activities' cases was much higher than 'excellent' cases, which is not appropriate in terms of characteristics of 'listening education'. In the future, it will be necessary to select the textbook contents and organize 'the identity of listening activities'. In the analysis of the fulfillment of the listening and speaking achievement standard, there were textbooks that were not faithful to '[9th Korean 01-10]' and [9th Korean 01-12]'. When the achievement standard is reflected in the textbook, it should be presented as a goals, and the learning activities and the amount of learning should be faithfully selected and organized. This study has educational implications as currently, teachers who apply one of the textbooks to the field are asked to provide help materials for 'teaching and learning level curriculum', and references to development directions and methods of third grade textbooks of middle school in 2015 curriculum to be developed in the future.