국어과 교재론의 쟁점과 교과서 발전 방향

초록

The purpose of this study is to summarize the issues raised in the theory of Korean language textbooks and to propose several clues required for the development of Korean language textbooks. To this end, several issues were extracted and presented from the existing textbook theory discussions, the universal convention of textbooks compiled during the 2015 revised national curriculum, and the author’s individual experience with textbook production. Based on these issues. textbook theory was organized into three categories. First, it is the composition of “text authenticity versus text manipulation”. This is established based on the principle of suitability, which addresses whether Korean language textbooks are suitable material for school education according to ethical and social standards. This composition emphasizes that even if the text somewhat deviates from ethical and social standards, it is to be included in textbooks if this deviation can be overcome by activities to understand it while considering the social and historical contexts together. The second is the composition of “learner subordination versus learner leading”. This relates to the principle of appropriateness, which is related to the question of whether Korean language textbooks are appropriate for learners’ developmental levels, tastes, needs, and prior experiences in linguistic and psychological standards. In this composition, which considers the text’s vocabulary, expression, and content, it was suggested that not only should the text be subordinated to the learner’s current level, but to some extent, challenging tasks should be assigned to the learner. The third aspect pertains to the composition of “goal orientation versus goal transcendence”. This relates to the efficiency principle, which focuses on whether Korean language textbooks can increase the effectiveness of instruction in institutional and educational engineering standards. In this composition, simple content verification activities are transferred to the teacher-level teaching and learning context, and instead, a strategic choice is needed to strengthen goal-oriented activities. In addition, the target activity is not a destination in itself, therefore additional learning activities are required to advance an in-depth understanding of the content.

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