고등학교 󰡔일본어Ｉ󰡕 교과서 문법 항목 분석 및 2022 개정 교육과정 반영 고찰

Abstract

Through a comparative review of the 2015 and 2022 revised Japanese language courses, this paper analyzed the grammar items of the current 7 high school 󰡔Japanese I󰡕 textbooks. First, the publishers, authors, and unit names of the current 7 textbooks were organized in <Table 5> to provide an overview of the current high school contents. Next, for the five items presented in the basic communication expression of the 2022 revised curriculum, the details of grammar items made up of units for each of the current 7 textbooks were organized and analyzed in <Table 6>. In addition, through <Table 7>, it was possible to identify the grammatical items presented first in each textbook by calculating the introduction composition cost of the details of [basic communication expression] in the 7 textbooks of 󰡔Japanese I󰡕 and the details presented in the 2022 revised curriculum. As a result, it was found that unlike the general grammar silvers arrangement handled by universities and private educational institutions, education focused on cultivating the ability to use Japanese through a communication-oriented approach, and that it was difficult to educate grammar in a general pattern due to problems such as the number of hours. In response, this paper emphasized that it is necessary to improve the difficulty of the grammar composition introduced in “Japanese I” to motivate learners to learn through the use of digital literacy and media through the use of big data and artificial intelligence, as well as discussion of overall Korean-Japanese culture and future society through the use of artificial intelligence, improvement of learners' digital literacy, and acquisition of media utilization methods. Additionally, it was suggested that additional grammar education be practiced for essential grammar. Furthermore, it was emphasized that authors and teachers should identify learners' various learning objectives and reflect writing and teaching methods in future textbook design.