2022 개정 영어과 교육과정 역량과 영역의 관계에 대한 이론적 고찰: 초·중학교를 중심으로
A theoretical inquiry into the relationship between competencies and domains in the 2022 revised English curriculum for elementary and middle schools.
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This study is a theoretical inquiry into the relationship between subject competencies and content domains presented in the 2022 revised English curriculum. This state-level curriculum, published in late 2022, was developed from the previous 2015 revised curriculum, under the banner of a so-called competency-based curriculum. However, a notable weakness of these competency-based curricula has been pointed out: the lack of clear connections between subject competencies and content domains. This study addresses this issue by exploring the appropriateness of ‘communicative competence’, a central goal of English education in the curriculum, through an examination of its terminological origins. Furthermore, this study delves into the components of English subject competencies and how they are reflected in the achievement standards of content domains within the elementary and middle school English curricula. The outcomes of this study are expected to foster a deeper understanding of the curriculum and, more importantly, to assist teachers in enhancing their teaching methods in English classrooms.
Abstract
This study is a theoretical inquiry into the relationship between subject competencies and content domains presented in the 2022 revised English curriculum. This state-level curriculum, published in late 2022, was developed from the previous 2015 revised curriculum, under the banner of a so-called competency-based curriculum. However, a notable weakness of these competency-based curricula has been pointed out: the lack of clear connections between subject competencies and content domains. This study addresses this issue by exploring the appropriateness of ‘communicative competence’, a central goal of English education in the curriculum, through an examination of its terminological origins. Furthermore, this study delves into the components of English subject competencies and how they are reflected in the achievement standards of content domains within the elementary and middle school English curricula. The outcomes of this study are expected to foster a deeper understanding of the curriculum and, more importantly, to assist teachers in enhancing their teaching methods in English classrooms.
참고문헌 (40)
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