국어과 협상 전략 교육 내용의 교과서 구현 양상– 2009 개정 교육과정에 따른 교과서를 대상으로 –

Abstract

To allow Korean language learners to enhance their negotiation implementation ability, it is imperative that they understand specific methods and strategies for compromise and mediation in conflict situations, to provide them the opportunity to apply what they have learned in context. In this article, the contents of negotiation education in the Korean language curriculum and textbooks were reviewed with a focus on treating “compromise and mediation” in relation to the ability to implement negotiations. The contents of negotiation education presented in the Korean language curriculum were examined and, based on this, the negotiation education contents of 14 different Korean language textbooks were studied in terms of the following three dimensions: “level of content representation,” “elaboration of content elements,” and “structuralize of teaching and learning” The results show that eight textbooks contained extended content necessary for compromise and mediation. A total of 12 relevant content elements were found, and each textbook contained approximately five to seven content elements. In addition, among elements necessary for compromise and mediation, content for “suggesting alternatives” was relatively insufficient.