역량 중심으로 본 2022 개정 국어과 ‘쓰기’ 교육과정

Abstract

This study analyzed whether the 2022 revised Korean language ‘writing’ curriculum can develop students’ writing skills. The result is as follows. First, selecting four core ideas for writing is not appropriate from the perspective of competency education. This is because many core ideas means educational content can eventually be segmented and fragmented. Second, the system of content in the ‘writing’ curriculum needs to be improved as it divides the knowledge and skills into too many fragments. Third, the achievement standards, created arbitrarily combining content elements from the three categories, do not seem to help improve students' writing skills. The educational content of the three categories is very different. Therefore, arbitrarily combining them will not help improve students’ writing skills. Fourth, the writing curriculum achievement standards were found to lack continuity and sequence. It appears that the achievement standards for each grade group fail to provide students with opportunities for repeated and in-depth learning as they list sub-genres or detailed elements for each group vary. As such, the study concluded that the 2022 revised Korean language ‘writing’ curriculum might not be effective in cultivating core competencies.