국어과 교육과정의 성취기준 구성 방식 연구 -쓰기 영역을 중심으로-

Abstract

This study addresses the question of from what perspective(benchmark) to extract and arrange the achievement criteria that occupy the core of the Korean national curriculum. The current method lists performance criteria, making it difficult to explain how they can contribute in the context of writing in real life. For example, it is difficult to explain which achievement criteria work here when preparing essay writing for college entrance exams. Therefore, they are learning by listing individual achievement criteria in situations where it is difficult to understand exactly why they should be taught. Even if you look at the actual textbooks, each of the achievement criteria is listed as an activity. These achievement criteria do not properly explain how they connect and contribute to a single piece of writing. To improve this, it is necessary to first consider the question of how to extract individual achievement criteria and how to link these individual achievement criteria. With regard to the issue of extracting individual achievement criteria, the article suggests clarifying the nature of the achievement criteria, refining the elements contained in the achievement criteria, and clarifying statements to reduce ambiguity. With respect to the linkage of achievement criteria, it is proposed to greatly expand the number and scope of achievement criteria, to secure continuity among achievement criteria, to establish the concepts of common and individual achievement criteria, and to link performance criteria around the genre. They can be executed individually or connected to each other.