2015 개정 교육과정과 문학 교과서의 도전

Abstract

The aim of this study is focused to seek the possible solutions that can get rid of the problems which had been already internalized in the literary textbook of the previous curriculum and would come out in the textbook development process of the next curriculum. For this purpose I first analyzed the coexistent relation between the multicultural perspective which was included in the 2009 revised curriculum(called ‘2011 revision period’)as an achievement standard by the government education policy, and the ethnocentrism as the internal perspective which logically conflicted with the multiculturalism. Also I identified that the ethnocentrism which had become the implicit organizing principle of the literature textbooks had to be evaluated critically, preceding the political-societal demands intruded at the stage of developing textbooks. From this argument I was able to expect three major conclusions as follows；1) integration and elimination of the achievement standards of curriculum caused by workload reductions policy makes more difficult to bring out and concrete the content elements for textbook development, 2) over-sophisticating fixation of the learning process in the textbook structure and formation would cause the standardization of teaching approach, and 3) canonism prioritizing the de-contextural and implicit reading attention in selection and arrangement of the literary works would be likely to remain as it was predicted large power outages. These aspects in the government authorized textbooks system were assessed as not having a positive effect or giving a good contribution to exalt the fundamental values like the diversity of literary education. So I proposed in this study an alternative solution that includes overall rearranging achievement standards between the ‘Korean language arts’ and ‘Literature’ subjects, providing reinforced authorization criteria for textbook diversification, and registering and applying recommended literary works into the curriculum.