학교급별 국어 교과서의 단원 전개 방식 분석

Abstract

This study analyzed the internal system of current Korean language textbooks according to school levels and presented some useful implications necessary for developing Korean language textbooks. The investigator selected each one unit from the textbooks of elementary, middle, and secondary grade level, respectively and investigated them by stage. To begin with, a constructional system of a large unit of the textbooks was analyzed. The Korean language textbooks based on the Seventh National Curriculum follow such a large unit system. Comparing the textbooks with the past ones, this characteristic was notable. According to the large unit processes, then, textbooks' concrete structures were investigated. Firstly, the constructional system of an introductory part of the unit was explored. A variety of learning signals of being able to anticipate learning contents were furnished at the part. Secondly, the constructional system of main learning activities of the unit was analyzed. For the elementary textbooks, explicitly stated principle-learning section and principle-application section were separately investigated. For the middle and secondary schoolers' textbooks, however, the two sections were inclusively analyzed. Thirdly, the activities for assessment and in-depth·supplementary learning were investigated. The Seventh Korean Language National Curriculum follow in-depth·supplementary differentiated curriculum. The basic rationale of the curriculum was reflected in this part. Finally, the closing part of the unit was investigated. With the introductory part, this part is one including the large unit. This closing part well indicates several characteristics from school levels. Based on these analyses, the necessity of continuos discussions about an ideal type of a korean language textbook was presented.