일본의 2008 개정 ‘학습지도요령’에 따른 교과서 분석

Abstract

In the classroom, textbooks are the main materials and it’s importance cannot be ignored. Teachers use the textbooks as the tool of teaching and practice for students, though the restructure of those. Nevertheless, research for improving textbooks are insufficient, the research dealing with reforming the textbook’s quality can not be easily found. With the amendment of the 2015 Curriculum, new textbooks are developing and it is the right time to conduct study of analyzing textbooks and deducting implication from those. This study mainly focused on the analysis music textbooks in Japan. The music textbooks, ‘Onkakuno Okurimino’ for 2nd, 5th grade for elementary, and 2-3 grade for middle school, which are currently used at the elementary and middle schools in japan was analysed. In order to analyze the textbooks, the standards of analysis and evaluation has to be set. For this study, general characteristics according to each grade, features of each activities, types of music, the way of organizing unit, methods of statement are used as the criteria. As the result of analysis, the suggestions is drawn as it follows. First, the linkage between curriculum and textbooks has to be more considered. Second, the characteristic of the way of organizing unit in japan centers on the musical theme. The discussion about the system and the way of organizing unit, and the links between each section has to be conducted from various angles. Third, the content and manner of traditional Korean music had to be reconsidered. The way of approaching to Japanese traditional music is various and unique. Despite of increasing Korean traditional music at the music textbooks, the approach and method for teaching is limited. The intensified approach to Korean tradition music is need. Fourth, the reading music has to be emphasized. In japan, reading music regards as the basic activities for music class, and music textbooks reflect on this tendency. In Korea, even if there are various Western music in music textbooks, the ability of reading music is overlooked. Finally, there are differences of the level of the learning content. In japan, every student begin the music education from the 1st grade of elementary school. But, in Korea, from the 3rd grade, music is included to the subjects of the elementary school. As a result of the analysis, the level of the music learning contents in japan is higher than in Korea, and this is the result of 2 years absence of music education. For improving music education in Korea, the inclusion of music subject from 1st grade has to be insisted.