고등학교 영어 교과서 문학 텍스트 및 과업에 대한 고찰: 3차, 5차, 2007 개정, 2015 개정 교육과정 중심으로
A Review of Literary Texts and Tasks in High School English Textbooks: Focusing on the 3rd, 5th, 2007 Revised, and 2015 Revised National Curriculum
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참고문헌
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초록
This study aims to investigate the changes of literary texts and tasks in high school English textbooks in four national curriculums – the 3rd curriculum, the 5th curriculum, the 2007 revised curriculum, and the 2015 revised curriculum. Five high school English textbooks are selected in each curriculum for the analysis. The literary texts in each textbook are reviewed in terms of the genre and the frequency of the use in the textbook. Then, the frequency rate is averaged out per curriculum in order to track the diachronic change throughout the four curriculums. In addition, the tasks and questions employed in the literary units are categorized and their diachronic changes are examined over the four curricula according to the analysis criteria developed for this study. The criteria divide reading tasks and questions into three domains – cognitive, affective, and aesthetic domain. The result suggests that the average rate of literary text use has decreased throughout the four curriculums. However, literary tasks in affective and aesthetic domain have increased in proportion, while they do not reach the point of a balanced use of all three domains. The findings imply that curriculum developers and textbook publishers should take consideration into expanding and diversifying literary texts in textbooks and that the teachers should make an active use of them in class. Also, balancing the types of literary tasks is recommended by increasing and enriching aesthetic tasks.
Abstract
This study aims to investigate the changes of literary texts and tasks in high school English textbooks in four national curriculums – the 3rd curriculum, the 5th curriculum, the 2007 revised curriculum, and the 2015 revised curriculum. Five high school English textbooks are selected in each curriculum for the analysis. The literary texts in each textbook are reviewed in terms of the genre and the frequency of the use in the textbook. Then, the frequency rate is averaged out per curriculum in order to track the diachronic change throughout the four curriculums. In addition, the tasks and questions employed in the literary units are categorized and their diachronic changes are examined over the four curricula according to the analysis criteria developed for this study. The criteria divide reading tasks and questions into three domains – cognitive, affective, and aesthetic domain. The result suggests that the average rate of literary text use has decreased throughout the four curriculums. However, literary tasks in affective and aesthetic domain have increased in proportion, while they do not reach the point of a balanced use of all three domains. The findings imply that curriculum developers and textbook publishers should take consideration into expanding and diversifying literary texts in textbooks and that the teachers should make an active use of them in class. Also, balancing the types of literary tasks is recommended by increasing and enriching aesthetic tasks.
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