2022 개정 초등 3~4학년군 국어 교과서의 상위인지 활동 분석

Abstract

The 2022 Revised Korean Language Curriculum lowered the grade level for metacognition-related achievement standards from Grades 5–6 to Grades 3–4. Accordingly, it is necessary to examine how specific instructional activities reflecting this change are presented in the textbooks. This study aims to analyze the content and levels of metacognitive activities found in the reading and writing sections of the Grade 3–4 Korean language textbooks under the 2022 revised curriculum. Textbook activities were categorized into metacognitive knowledge and metacognitive regulation, and a qualitative content analysis was conducted to examine how processes of monitoring, adjustment, and evaluation were reflected. The analysis revealed that in reading activities, metacognitive knowledge and metacognitive regulation were applied complementarily; “monitoring and adjustment” were reinforced through question-generation activities, and “conditional knowledge” was emphasized. In contrast, “evaluation” activities tended to appear in fixed and repetitive formats. In writing activities, both components were integrated, however “monitoring and adjustment,” a core process in writing, were presented only in a simplified manner. In conclusion, there is a need to refine achievement standards related to metacognitive knowledge and to develop metacognitive teaching and learning activities that link students’ reading and writing practices. Furthermore, instructional approaches that leverage metacognitive activities to positively influence learners’ emotional motivation and self-efficacy are required.