국어과 면담 교육 내용의 비판적 점검과 교육과정 실행 방안-2022 개정 국어과 교육과정을 중심으로

Abstract

The purpose of this study is to critically examine contents of interview education in the revised 2022 Korean language curriculum from the perspective of sequentiality and discuss the approaches for the curriculum implementation in a way that addresses these issues. For this purpose, this study analyzed the content selection and organizational aspects of interview education in the revised 2022 curriculum, comparing it with the interview education content of the previous curriculum. The analysis revealed the following issues: ① Issue of not distinguishing the process and procedure of an interview ② Issue related to the use of interview terminology based on school levels, ③ Issue in implementing the questioning activity based on the purpose of the interview, and ④ Placement issues of content elements based on the differentiation of interview roles. In addressing these issues, this study proposes educational approaches to be considered in textbook development and classroom instruction. Specifically, it suggests systematizing knowledges about the procedure and the process at conducting interviews and implementing them as procedural knowledge in textbooks. It emphasizes conceptualizing interviews and organizing them as subtypes of interviews within the curriculum for teaching and learning purposes. Furthermore, it recommends concretizing the activities of conducting interviews while checking questions in selection-oriented interviews and counseling-oriented interviews in the textbooks. Lastly, the study discusses the balanced treatment of participants' roles in interviews by integrating the achievement standard within the same or different domains.