2015 개정 교육과정 초등학교 사회과 검정 교과서의 무역 교육내용 분석

Abstract

Purpose: This study aims to analyze the trade education content of social studies authorized textbooks in the 2015 revised curriculum to identify commonalities and differences from government -designated textbooks so that the trade education content could be effectively learned. Composition/Logic: In Chapter 2, the theoretical background and previous studies were analyzed. Basic trade theories for the analysis of the trade education content were summarized for each generation. Additionally, preceding studies which analyzed social studies authorized textbook, and trade education content research were analyzed to establish the necessity of analyzing the trade education content of the authorized textbooks. Chapter 3 analyzed the trade education content of government-designated textbooks, which is set as the standard for comparing authorized textbooks. Based on previous research, it was confirmed that the directions of the textbook description and curriculum commentary were consistent in terms of achievement standards, achievement standard guidelines, and general knowledge of the trade education content of the 2015 revised curriculum. Chapter 4 compared and analyzed the content of trade education in 11 textbooks of the 2015 revised curriculum. Chapter 5 summarized the analysis results and suggested an effective delivery of the trade education content and effective application of the authorized textbook system. Findings: It was confirmed that the definition of trade, the principle of trade occurrence, life changes caused by trade, and problems arising from the trade process are described similarly to the government-designated textbooks. Additionally, the error in the description of the cause of trade occurrence revealed in the government-designated textbooks was described in a similar manner in the authorized textbooks, suggesting the need for correction. Originality/Value: The value of this study lies in the analysis of the presentation of the trade education content in the approved textbooks of the 2015 revised curriculum, revealing the direction of the composition of trade education content in the approved textbooks. Accordingly, it is expected to be used as a criterion for organizing trade education content for the 2022 revised certification textbook.