국어교육에서 '갈등'을 다루는 방식에 대한 비판적 고찰 - 2015 개정 교육과정에 따른 중학교 국어 교과서를 중심으로

Abstract

The purpose of this paper is to examine how conflict education works in Korean language education. According to the curriculum changes, the more recent the conflict is being treated as a comprehensive education. The revised 2015 curriculum, which refers to 'capacity-based curriculum', refers to 'medical communication capacity', 'community and interpersonal capacity' and 'self-reflection capability' in relation to conflicts, and the integrated unit was attempted for this purpose. Recently, the sanctions featured in the conflict section of Korean language textbooks have become very diverse and the genre has become diverse. This reflects the interest and interest of learners. Learning activities of conflict members can be categorized as structure of conflict, evaluation of characters, internalization and application, expression and creative activities. Among them, many of them were able to confirm the structure of conflict and the evaluation of characters, as well as learning activities for the acceptance and appreciation of literary works. This was the same in textbooks that value capabilities. Therefore, even if it is ostensibly oriented toward competence, it can be judged that actual learning is centered on literature. With regard to conflict members' sanctions or learning activities, excessive moralism can be pointed out as a problem. The part that forces a work to be interpreted morally and ethically is found, and moralistic interpretation is less important from a literary and educational point of view.