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제7차 교육과정에 따른 중3영어 교과서의 듣기 자료 분석 원문보기
(An) Analysis of Listerning materials in Middle School English textbook 3 based on the 7th English Curriculum

  • 저자

    인선미

  • 학위수여기관

    경상대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    영어교육 전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    ii, 52p.

  • 키워드

    교육과정 중학교영어 교과서분석 자료분석 영어듣기 영어교육;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T10062180&outLink=K  

  • 초록

    The purpose of this study is to analyze the appropriateness of the Middle School English 3 textbooks based on the 7th Curriculum. To achieve this purpose, seven textbooks used in Haman were chosen from thirteen middle school textbooks for third-grade students. Listening materials in textbooks were analyzed focused on two aspects as follows; 1.Whether Middle School English 3 textbooks based on the 7th curriculum match learning standards of the curriculum. 2.How diverse and appropriate listening materials in the textbooks are according to the criteria described in Peterson's listening task type. The results of this study and suggestions are as follows; First, listening materials are analyzed according to the listening comprehension process, as suggested by Peterson. The portion of bottom-up processing activities is 68.9%, which appears to be high. Considering that interactive listening process is effective in developing communicative competence, some of the listening tasks requiring bottom-up processing in the textbooks need to be replaced by interactive listening process tasks. In spite of, in general, the textbooks of the 7th national curriculum are properly composed to develop communicative competence - which is the ultimate goal of the 7the curriculum. Second, the learning standards in the 7th curriculum have 4 top-down processes, 1 bottom-up process, and 2 interactive processes. This means that the learning standards focus on top-down processes. The analysis shows that the textbooks satisfy the learning standards. Future textbooks should take into account the degree of learning standards before organizing the textbooks. Third, the textbook analysis shows that there are distinct differences among the textbooks: textbooks B and D emphasize bottom-up processing; textbook E focuses on top-down processing; textbook C on interactive processing; and textbook G on learning standards. Teachers should therefore consider their needs and preferences and be prudent in selecting textbooks.


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