2011년 개정 중학교 국어 교과서의 읽기·쓰기 통합 단원 분석

Abstract

This study aimed to analyze the integrated unit of reading and writing in middle school Korean language textbook of the 2011 revised curriculum. To this end, I explored general aspects on integrated units of reading and writing in 14 kinds of the textbooks. I also examined the top three textbooks in market share, focused on content achievement standards, learning activities, sequence of sub-units. The findings of this study were as follows. First, the rationale behind integrated units was not found, in case of no continuity of content achievement standards. To develop learners’ linguistic thinking ability, finding an appropriate balance between reading and writing in integrated unites should be key. Second, the learning activity of integrated unites should include small group work focusing on learners’ linguistic thinking process. Especially, the essay writing plays a role of deep importance to express, rebuild, and develop students’ thoughts and views. Third, this research is to show how to improve an ability to think linguistically by examining sequence analysis of sub units in the integrated units of reading and writing. In this aspect of text in common learning elements of reading and writing, Integration of reading activities and writing activities through the improvement of genre knowledge is more effective for linguistic thinking. However, in the aspect of cognition in common learning elements of reading and writing, it is more useful to place writing part first so that learner could construct their own knowledge elements before doing reading activities for the development of linguistic thinking. This study offers implications for teacher educators and administrators about how to effectively develop and organize integrated units of reading and writing.