2015 개정 중등 국어과 교육과정 성취기준의 교재화에 대한 통계적 양상

Abstract

This study is to identify the percentage of each achievement standard 2015 revised Korean language curriculum reflected in the Korean language textbooks by grade, area, and category, and propose some issues that need to be considered when constructing a new curriculum. Korean language textbooks based on the current curriculum are characterized by large deviations in each area, given that the literature and reading area accounted for much more than other areas. On the other hand, differences between grades, categories were only insignificant. Based on this, the following issues were proposed in this study; First, how to look at the deviation of the weight of literature and reading in other areas. In this regard, the number of achievement standards should remain the same for each area, but the deviation in the textbook may be accepted as natural, or the level and scope of the literature area achievement standards may be adjusted. Second, we propose to vary the proportion of areas by grade. This is derived from the current curriculum’s pursuit of a mechanical balance of area-specific achievement standards at the same proportion in all grades, regardless of the level of learners’ development level. Third, it is possible to dismantle the practice of mechanically responding to the three categories of knowledge-skill-attitude based on achievement standards. This is due to the fact that there are no substantial differences between the categories. Fourth, through active introduction of macro concepts, it is possible to seek area integrated teaching-learning.