2009 개정 교육 과정 중학교 1, 2학년 교과서 읽기 후 활동 분석

Abstract

The purpose of this thesis is to analyze the post-reading activities for first and second grade students in Korean middle school English textbooks based on the revised curriculum of 2009. The reading activities are chosen from four different textbooks in each grade and analyzed by the reading achievement standards. In the 2009 revised curriculum, the revisions of which were implemented to develop students’ creativity and improve their communication skills, the amount of learning which middle school students should undertake has been reduced. Unlike the 2007 revised curriculum, in which each grade has its own achievement standards, the achievement standards in the 2009 revised curriculum are shown for the middle school grade band which includes all three grades, and students should learn all the aspects shown in the reading achievement standards. The newly revised textbooks through grades one to three should contain all of the activities, thereby reflecting the reading achievement standards in the 2009 revised curriculum.

The results from my findings are summarized as below:

Firstly, the results of the analysis from the 2009 revised curriculum for the post-reading activities shows that the ‘finding details’ have the highest percentage amongst the average standards. In comparison to the textbooks between the first and second grades, the latter English textbooks satisfy the necessary reading achievement standards.

Secondly, the results from the analysis from the chosen four textbooks for the 2009 revised curriculum in post-reading indicate that textbooks A, B, and C have met the required standards. Subsequently, the post-reading activities in textbook D focuses on ‘finding details’ and have the monotonous type of questions, i.e. filling in the blanks with the required words.

In conclusion, most textbooks reflect the reading achievement standards in the post-reading activities, but they still have their own biased and preferred activities. Future published textbooks should be more aligned with the 2009 revised curriculum and have a varied and balanced approach to emphasize the meeting of standards. This is so that the middle school students can have more practical practice and consequently enhance their English.