0한국의 고교 러시아어교과서 실태와 개선방안

Abstract

This study examines how functional categories and communicative function were reflected in a High School Russian I and II textbook series in Korea which was written based on the sixth education curriculum. Also, based on the theory of textbook analysis suggested by Robinett, Chambliss, and Shin Hyung-uk, assessment was divided into form and contents and three analysis items were set by category to be compared and analyzed. Although many scholars' efforts have gone into the establishment of a desirable theory for textbook development and many authors have tried to embody it, it has not been easy to develop a textbook which plays a positive role in the teaching-learning process. This study selected two types of textbooks to analyze, but it is limited in that the results are based on subjective analysis criteria. Thus, to attain the goal of develop ing a more desirable textbook, it is necessary to continue textbook analysis and assessment, to establish assessment standards which are objective within a theoretical system, and to reflect teachers and learners' opinions in the field. Grammar terms in each textbook need to be unified. When a textbook is developed, practical Russian expressions with a high use frequency need to be considered in selecting vocabulary, considering their degree of difficulty. Foreign language education required in this age of globalization in the 21st century needs to efficiently provide instruction in all four areas of language learning reading, writing, listening, and speaking to obtain a sufficient effect. To do this, high school Russian education should strive to develop teaching methods and textbooks to meet the needs of the times. Different and special 21st century-type open education through informed education is needed.