중학교 국어 교과서의 전통문화 제재 수록 양상 연구 -2009 개정 교육과정 중학교 국어 교과서를 대상으로-

Abstract

This paper presents an investigation into the patterns of traditional culture being included in Korean textbooks as a material in the case of the middle school Korean textbooks developed under the Revised Curriculum of 2009. It set out to examine how traditional culture was perceived in Korean textbooks and which content of traditional culture was selected as educational content in relation to the "capabilities of enjoying culture" sought after in the Revised Korean Curriculum of 2015. There were total 14 kinds of middle school Korean textbooks comprised of six volumes of Korean ①～⑥ each. The total number of middle school Korean textbooks amounted to 84. There were total 253 traditional culture materials included in them as learning materials for the body or supplementary and advanced purposes. The number was estimated to rise further with the addition of partially included ones to specific learning activities. When the learning materials for supplementary and advanced purposes were excluded, the total number of learning materials in the body dropped considerably to 154. The low percentage of traditional culture being selected as a learning material for the body indicates that the importance of traditional culture education is not big in the current Korean curriculum. The study examined the patterns of traditional culture materials being included by the content areas of the Korean subject and found that there were 40, 52, 10, 28, and 44 in the areas of listening and speaking, reading, writing, grammar, and literature, respectively. The texts explaining the characteristics of the traditional speech culture accounted for the biggest portion in the area of listening and speaking. The area of reading had the most diverse materials from the traditional food, clothing, and shelter culture including Hanbok, Kimchi, and Hanok through the technical culture including Hanji, Ong-gi, and Pul culture to the folk art including folk paintings, Haegeum, and Hahoi Mask. The area, however, had a limitation of no materials about the seasonal customs and folk play. The area of writing included the most public appeals to explain the forms of a suggestion text and the methods of demonstration. There was a need to actively include writing a field trip report to museums as a unit material in order to organize an experience-based learning activity. The area of grammar was dominated by materials explaining the excellence and value of Hangul. Documentary literature took the center in the area of literature instead of oral literature. There were more classical novels than tales and more classical poems than folk songs in the area. Since there were only six works of oral literature in the 14 kinds of Korean textbooks, it is necessary to review more actively the importance of oral literature in the education of traditional culture. The development of culture cannot be possible with people's ignorance about traditional culture. They need to know what traditional culture is in order to incorporate it into the modern industrial civilization, improve it further, and develop it into much greater culture. It is urgent to establish a set of criteria for the educational content elements and selection for traditional culture in order to ensure the cultivation of "capabilities of enjoying culture" sought after in the Revised Curriculum of 2015.