『高等學校 日本語 I』敎科書의 文化的 內容 分析 -2009年 改訂 敎育課程을 中心으로-

Abstract

This paper researched how cultural contents with priority given to Japan culture introduction corner were reflected in High School Japanese textbook in accordance with 2009 revised education curriculum. Analyzing revised textbook is essential process because the result of cultural education will be different by revised textbook's formation in the line with revised education curriculum and different by organization of education related contents. At first, analogizing target is seven kinds Kyungkido superintendent of education-published textbooks in 2013 August 30.Method of analysis is that we classified three sections such as (1)Language behavior culture (2)Living culture (3)Traditional and popular culture information, and we surveyed and analyzed appearance frequency of 18 different culture materials by classifying them in subclass, respectively 2, 10, 6. Analysis result shows that (1)Language behavior culture(42.6%), (2)Living cultrue(35.8%), (3)Traditional and popular cultre information(21.6%) which means (1)Language behavior culture(42.6%) is the highest portion. The change of cultural content of the 2009 revision showed recession of Living culture portion, compared to the revision of 2007 but, we could find Language behavior culture and Traditional and popular culture information were increased in portion. Especially, the result of Kim(2014) analysis of 2007 revised education textbook, It is certain that Language behavior culture shows higher ratio than Living culture ratio which showed especially the highest portion in 2007 revised textbook analysis done by Kim(2014) because, I think, all seven kinds of 2009 revised textbook handled Language behavior culture. But, there were 28.6% textbook which did not quite deal with non Language culture. Specially, Environment culture and the rite of passage culture section that two part of newly established cultural materials(Environment culture, Good use of leisure, crisis management and The rite of passage) were not dealt absolutely. Additionally, orthography about annual events, traditional play and traditional game culture were quoted in Japanese in 2009 revised education curriculum but there was a disparity depending on the textbook. In other words, some textbooks were written in Korean and Japanese while there were 28.6% only written in Korean letters. In the future, I hope this result of research will be reflected and improved in coming process of revising Japanese educational textbook.