단원구성 방식에 따른 수업 운영의 측면에서 살펴본 초등 국어교과서의 변화 양상

Abstract

The purposes of this study were to investigate the identity of the status of elementary school Korean textbooks and search for developmental orientations for the future textbooks by analyzing and putting together the overall revision patterns and changing progress of the elementary school Korean textbooks ranging from the Korean textbooks of the Seventh Curriculum through the revised Korean textbooks of 2007 and the Korean textbooks during the general period of the Revised Curriculum of 2009 to the new Korean textbooks of the Revised Curriculum of 2011 especially from the perspective of “teaching and learning methods according to the unit organization.”The study examined the overall curricular flow through the four revisions from 1997 when the Seventh Curriculum was announced to the present 2013one, finding that their characteristics were in general inducted to “creativity,personality, and STEAM” education and that textbook changes reflecting those educational characteristics would be accompanied by changes to the ways that lessons were given in each period. Recognizing those points, the present study broadly categorized “the teaching and learning methods according to the unit organization” into “goal-based, context-based , and integration-based” patterns and analyzed the characteristics of elementary Korean textbooks in each period. As a result, “goal,” “context” and “integration” turned out to be essential conditions that couldn't be treated negligently in unit organization as well as in lesson planning and management of the Korean textbooks. Especially given the efficient operation of the new Korean textbooks highlighting the total integration activities of language by taking the integrated exterior system of areas into account,teachers are desperately required to have their own teaching ability to reorganize the textbooks in a creative manner more than ever. The present study proposed a topic-based STEAM teaching and learning method, developing a hypothesis that teachers' ability will be needed to reorganize the textbooks in order to apply this method into the actual elementary school classroom situations. Based on this hypothesis, the author proposed a possible instruction paradigm with various STEAM lessons including factors such as “grade, unit, subject, teacher, and media(picture books)”. By doing this, the current study proved that developing students' ability to use Korean, which is a crucial characteristic of Korean as a school subject but possibly can be overlooked in the organization of topic-based lessons, could be harmoniously achieved in a topic-based project-typed STEAM lesson.