국어과 교육과정의 작문 영역 성취기준 상세화 방안

Abstract

This study addresses the question of from what perspective(benchmark) to extract and arrange theachievement criteria that occupy the core of the Korean national curriculum. The current methodlists performance criteria, making it difficult to explain how they can contribute in the context ofwriting in real life. For example, it is difficult to explain which achievement criteria work here whenpreparing essay writing for college entrance exams. Therefore, they are learning by listing individualachievement criteria in situations where it is difficult to understand exactly why they should betaught. Even if you look at the actual textbooks, each of the achievement criteria is listed as anactivity. These achievement criteria do not properly explain how they connect and contribute to asingle piece of writing. To improve this, it is necessary to first consider the question of how toextract individual achievement criteria and how to link these individual achievement criteria. Withregard to the issue of extracting individual achievement criteria, the article suggests clarifying thenature of the achievement criteria, refining the elements contained in the achievement criteria, andclarifying statements to reduce ambiguity. With respect to the linkage of achievement criteria, it isproposed to greatly expand the number and scope of achievement criteria, to secure continuityamong achievement criteria, to establish the concepts of common and individual achievementcriteria, and to link performance criteria around the genre. They can be executed individually orconnected to each other.