2015 개정 국어과 언어사용 영역에 대한 비판적 검토

Abstract

The purpose of this study is to critically examine the domain of language use in the 2015 revised Korean language curriculum. The revised curriculum in 2015 is considered to be well established in that it has a diverse set of content system and achievement standards. However, it is not easy to understand how the structure and composition of the content system is complicated, and why the previous educational process and the differentiated changes have come to the grounds and logic. One of the main reasons for this is that the concept definition of the components is ambiguous. It is also unclear how the generalized knowledge from the core concept derives its content from the core concepts and generalized knowledge. In terms of relevance of Korean language education goals and education contents, it can be seen that the 2015 revised Korean language education curriculum does not correspond well with the general goal and the detailed goal. One of the problems is that the statement of detail goals and the content system are out of line. Overall, the 2015 curriculum content system emphasizes ‘concepts, knowledge, and skills’, but focusing on only these three can not enhance the ability to use critical and creative language, which is the main goal of Korean language courses. Due to the influence of the 2007 curriculum, the term “achievement standards” is used uncritically in the 2015 curriculum. This is the result of a management model of education. However, the relationship between achievement standards and learning elements is not clear, and the relevance of the Korean language to the overall goal does not seem to be significant. “Commenting on achievement standards, teaching and learning, evaluation methods and notes” is far from saying ‘Enhancement of information and communication 116 한국초등국어교육 제62집of curriculum documents’, which is one of the revision directions of ‘2015 Revised Korean Language Education Curriculum’. In addition, it is not desirable to give examples of Korean language data only without mentioning whether the content hierarchy and the learning sequence are taken into consideration in terms of the needs and level of learners and how they can be reconstructed creatively.