고등학교 일본어1 교과서의 단원평가 분석 -현행 7종 교과서 및 대학수학능력시험 문제를 중심으로-

Abstract

The purpose of this study is to investigate how 'learning goals' are reflected in text book focused on 'Unit Evaluation', which is the practice problem of 7 kinds of textbooks of 『High School Japanese-I』 written in current education curriculum and the following results were obtained by classifying linguistic contents and cultural contents into language function and language material in the "evaluation" system of current curriculum. First, in the 7th textbooks, the average rate of reflection of learning objectives was 82.8% in the basic expressions of communication, while only 46.5% in the cultural area. Second, according to the results of analysis according to the function of language, the results show (35.9%)> listening (18%)> integrated function (17%)> reading (15.3%)> culture (8.7%> speaking (5.1%). Third, the top 4 items based on basic expression of communication of language materials were analyzed as follows: ⑤ Information request (26.4%)> ① Personnel (16.8%) ⑦ Action request (16.4%) ③ Consideration and attitude (12.3%) respectively. Fourth, as a result of analyzing the thirty question of CSAT of the 2017 academic year, the overall frequency of questioning appears communication (53.3%)> culture (16.7%)> grammar (13.3%)> pronunciation & letter (10%)> vocabulary (6.7%). Fifth, as a result of examining the correlation by frequency rate between CSAT questions of the 2017 academic year and seven types of current textbooks, the rate of reflection of the total of seven textbooks was only 35.6%, and the rate of unit evaluation was only 17.7%. Based on the results of this study, it is necessary to reexamine the role of current 'textbook' and 'unit evaluation' for the development of CSAT related officials and next textbooks, in order to be redefined as a unit evaluation that can be used as a learner-led learning tool in public education, increasing the proportion of 'textbooks' and 'unit evaluations' of public education, which are not supplementary materials of private education but 'textbook' and 'unit evaluation' of public education, from the CSAT will reduce the burden on learners and will contribute to the activation of Japanese language.