예비교사의 교육과정 문해력 계발을 위한 교육목표 분석 사례 탐색

Abstract

This study aims to analyze the 2015 revised elementary school Korean language curriculum achievement standards and the statement method of the Korean language textbook unit learning goals, and to devise a procedure for Korean language performance task development, for developing the curriculum literacy of elementary pre-teachers. To this end, the concept and status of the curriculum achievement standards, the function of meta-text composing the Korean language textbook unit, and the unit learning goal function were examined. As educational goals, this paper theoretically explored the achievement standards and the method of stating the unit learning goals, and analyzed the reading-centered unit learning goals of the Korean language textbooks related to the achievement standards in the 5th and 6th grade reading areas of the 2015 revised elementary school Korean curriculum. The results of this analysis are as follows. First, the method of stating the upper grade achievement standards and unit learning goals in the reading area uses limited predicates (verbs), so a curriculum literacy system is required to interpret the achievement standards and unit learning goals. Second, the performance task used in the Korean language class based on the understanding-centered curriculum can be developed through the analysis of the curriculum achievement standards, the Korean language textbook unit learning goals, and the subsequent learning goals. Third, it is necessary to develop an educational goal analysis procedure for the process of interpreting the meaning of the predicate used in the educational goal and refining it as a verb performed by the learner, and it is necessary to explore it as a way to educate pre-service teachers. Accordingly, an educational goal analysis procedure that can improve teachers' curriculum literacy was developed and presented