문학 영역의 EBS 수능 연계 교재에 대한 교사 인식 연구 - 고등학교 3학년 문학 수업 담당 교사를 중심으로 -

Abstract

Based on surveys and in-depth interviews, this study aims to find out teachers' perceptions of EBS CSAT-linked textbooks in the literary field. To this end, it was intended to understand the patterns of teachers' use of EBS-linked textbooks, satisfaction and usefulness of use, and the impact on the actual class site. The subjects of the survey and in-depth interviews were limited to Korean language teachers across the country who had experience in high school 3rd grade literature classes with EBS-linked textbooks. According to the analysis results, EBS-linked textbooks are mostly used in high school third-year literature classes preparing for the CSAT, so personal factors such as gender and age of respondents did not show a statistically significant difference in the use of EBS-linked textbooks. In addition, there was a higher tendency to be satisfied because it was linked to the CSAT rather than satisfaction with the EBS-linked textbook itself. In addition, many responded that EBS-linked textbooks are not textbooks suitable for literature education, but rather textbooks that mainly provide problem-solving and lecture classes to prepare for the CSAT. As a result, it was recognized that there were side effects that distorted the literary curriculum and evaluation. However, it shows that it is necessary to teach with EBS-linked textbooks for realistic reasons such as linking the CSAT and EBS. This study is meaningful in that it objectively showed the reality of high school senior literature classes that have no choice but to use EBS-linked textbooks through a teacher perception survey. Based on the results of these studies, it was intended to provide a starting point for finding implications to help find desirable and effective use of EBS CSAT-linked textbooks in the field of literature.