인정음악교과서에 대한 선호도조사

Abstract

To incorporate changing knowledge, government textbook policy has been forced to expand from government designation or authorization to the adoption of an accreditation system. The purpose of this study was to survey teacher's perceptions of the quality of music in the textbooks. The 2010 textbook reform policy in Korea pursues diversity and creativity. This educational policy direction has also influenced a new plan for textbook-advancement with its main focus on future-oriented and user-friendly textbooks as well as creative and animated knowledge. The 2010 textbook reform policy in Korea includes special features. The first is a shift to approved textbooks in order to incorporate changing knowledge more quickly. The second is another a shift from a rigorous review system of textbooks to one that is more flexible. For the purposes of this study, 137 teachers were asked to complete a survey questionnaire. To analyze the data, frequency analysis and content analysis were utilized. The results indicate that 60% of the music teachers believed that textbooks approved through the authorization system would be of higher quality than ones approved through an accreditation system. They expected, however, that music textbooks approved through an accreditation system would be enhanced in diversity and creativity. We must give careful thought to the meaning of textbook-advancement: whether advancement of the textbook system is truly accomplished through a shift from government-designation or authorization to accreditation; that is, that textbook development and the actual meaning of textbook-advancement diverged from both the political decisions and the instructions for advanced quality textbooks.