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제7차 교육과정에 의한 중학교 1학년 영어 교과서 분석 원문보기
(An) Analysis of the First Year Middle School English Textbooks : Based on the 7th Revision of the Curriculum

  • 저자

    윤미하

  • 학위수여기관

    昌原大學校 敎育大學院

  • 학위구분

    국내석사

  • 학과

    영어교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    67p.

  • 키워드

    제7차 교육과정 중학교 영어 교과서 영어교육;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9469857&outLink=K  

  • 초록

    The purpose of this thesis is to examine whether the current 1st year middle school English textbooks match up to the purpose and the requirements of the 7th revision of the curriculum. In this study, I try to show whether a series of English textbooks currently used by 1st year middle school students follow, of fail to follow, some of the key requirements of the so-called 7th Eurriculum imposed by the Ministry of Education and Human Resources Development. For the examination, I randomly choose textbooks published by six different companies and go oyer section-by-section, determining whether, and how, some of the textbooks fail to meet the requirements. In Chapter 2, I study the 7th revision of the curriculum, laying the foundation for the analysis of the textbooks. Based on the examination, I come up with some key educational principle that are specifically relevant to the English education. First, the English education should not only consider all four language skills (namely, speaking, listening, reading, and writing), but also be presented in such a way that takes the educational levels of the students into account. Second, English textbooks should consider language forms as a crucial part of English education. Third, English education should be oriented toward a task-based approach. Finally, English textbooks should encompass as vaned topics as possible. In light of these points, which are primarily geared up to a student-oriented education, I investigate whether the current textbooks satisfy most, if not all, of these requirements. In Chapter 3, I carefully examine the textbooks based on the requirements discussed in the previous chapter. The results of the examination are summarized as follows. As for the requirement that English textbooks should contain all four key language skills, I choose to check the organization of the textbooks. According to the survey, I find that four textbooks are organized in the order of Listening-Speaking-Reading-Writing, while the remaining two are organized in the sequence of Listening-Reading-Speaking-Writing. Given that it is more efficient to make the two related skills a pair (that is, the listening-speaking on the one hand, and reading-writing on the other), I find that the organization of some of the textbooks has room for improvement. I also find that most textbooks are designed to meet the requirement that the levels of the presented material should be differentiated. As for the requirement that English textbooks should include language forms as a crucial part of language education, I find that the textbooks show some variation in the way that they present the material. Three of the textbooks take the deductive approach, first explaining grammatical rules and then presenting some exercises, while the others take the inductive approach, first presenting raw data and then getting the students involved in the process of learning rules of the grammar by themselves. Given that the 7th revision of the curriculum is based on the idea of student-oriented education and hence the inductive approach is more geared to the idea of the curriculum, I conclude that textbooks which take the inductive approach better satisfy the current educational spirit. Then I consider whether the textbooks contain task-based activities, which allow students to work together, making use of various types of information, and hence not only provide them with a comfortable teaming environment, but also let them acquire communication skills in real-life situations. According to the survey, most textbooks provide in one way of another various types of activities that are designed to enhance communication skills. Finally, I survey the number, as well as vanety, of topics dealt with in the textbooks. I find that most textbooks present many topics related to students' daily life, ranging from the personal relationship to their role in the society. Given that some concrete lessons for learning the depth and variety of life are essential to the improvement of students motivation, I conclude that the textbooks surveyed more or less satisfy the idea of 7th revision of the curriculum.


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