2015 개정『고등학교 일본어 I』교과서의 교실 활동 분석 - 활동 유형과 다중지능 이론을 중심으로 -

Abstract

This study examines the reflection of activity types and the distribution of multiple intelligences in the context of "classroom activities" in eight textbooks revised in 2015 for "High School Japanese I." The results indicate the need to review and supplement the content of learner-centered activity education in the textbooks. First, the analysis of the types of activities covered in the eight textbooks revised in 2015 shows that group activities (48%) and individual activities (33.3%) are predominant. In particular, textbook B shows a high bias towards group activities at 87.5%, suggesting the need to further diversify activities. Secondly, the analysis of the types of activities in the eight textbooks shows that experiential activities (26.7%) and games (25.3%) have the highest proportions, with production activities (14.7%) and songs (12%) also showing significant representation. However, project activities show the lowest reflection at 2.7%, indicating a need for future improvements to strengthen learner-centred lesson design through enhanced project activities. Third, the analysis of the distribution of multiple intelligences in the textbooks shows an overall average of 62.3%. Specifically, textbooks G (71.9%) and H (70.3%) show high levels of reflection, while other textbooks generally show reflection levels below the average. In terms of the distribution of multiple intelligences, "① Linguistic" has the highest reflection rate at 98.6%, while "② Logical-Mathematical" (36.8%), "⑤ Musical" (18.1%), and "⑧ Naturalistic" (8.8%) have reflection rates significantly lower than the overall average. These results suggest a concentration of textbook activities in specific areas of multiple intelligences, highlighting the need to rethink educational directions and balance the consideration of different intelligences. Finally, it is important for the development of communicative competence that instructional activities encompass a variety of multiple intelligences that can be expanded upon. While it may not be necessary for every activity in each unit to cover all of the multiple intelligences, it is hoped that by addressing intelligences not covered in one unit in other units, learners will have a balanced learning experience that provides them with opportunities for diverse activities.