독일어 교과서의 교육과정 반영실태 분석

Abstract

This thesis studies the characteristics of the contents of the newly revised the 7th Educational Curriculum and the contents of the textbooks which high school students will be using from the year 2003. As it was mentioned previously, the mainly revised parts of the 7th Educational Curriculum German Language Learning are adjusting the appropriateness of the amount of the teaching and learning, communication focused education, increasing the importance of cultural understanding, emphasizing learner-focused teaching and learning activities, etc. Also, the contents of the teaching was adjusted so that it will be useful in everyday practical usage, and by using conversations, songs, games, various group activities etc., it was made so that students can learn more easily. In addition, by using various motivational constituents, it was made that by themselves can learn creatively. In doing so, the role of teachers is minimized and the role of students is maximized. Based on the characteristics of the 7th Educational Curriculum in Chapter 3 and the contents of the 7th Educational Curriculum reflected on the German Language textbooks in Chapter 4, here I studied problems of the German Language textbooks in which the 7th Educational Curriculum are reflected and suggested some directions of improvements of the 7th Educational Curriculum German Language textbooks. In this thesis, textbooks from Chunjae Inc., Jinmyong Publishers Inc., Minjung Suhrim Inc. are used as references. In these references, the following problems have been found. First of all, in the 7th Educational Curriculum, German Languages Studies is trying to devise the mutual understanding between cultures thus the textbooks emphasize cultural education. The textbook of Chunjae emphasized aspects of culture - Kultur, the one of Jinmyong Publishers Inc., added Learning Germany Deutschland kennen lernen at the end of each chapter, the one of Minjung Inc. added Regional Features Landeskunde as an appendix. Each textbook, however, emphasized different aspects of German culture resulting in mere conveyance of the differences between German and Korean cultures. In order to achieve more efficient and effective cultural education, therefore, rather than adding these features at the end of each chapter or as an appendix, it is perhaps much more important and effective that inciting students to cognize differences, characteristics or uniqueness of German Language Cultural Area naturally through writing, reading, speaking, listening etc. according to the learning goals. Secondly, the 7th Educational Curriculum has pointed out that the textbooks should be more interesting and fun to the students so that students would be active in participating actual communications in German language. As I have showed in this thesis, the contents of the examples, the pictures, and the illustrations are used in the textbooks to induce students interests; however, the actual contents of the teaching and learning do not have much difference from the ones of the previously used textbooks. Thirdly, one of the intentions of the 7th Educational Curriculum was the emphasis on showing current issues and updated materials. Current issues and updated materials, however, were very rare in the textbooks, published by Chunjae Inc., Jinmyong Publishers Inc., Minjung Suhrim Inc. used as references of this thesis. For example, in the 7th edition textbook made by Chunjae Inc. one can only find the Unification of the two Germanys and Berlin on the page where culture should be. In order to improve the subject matters which have been appeared in the German Language textbooks for years, it should be selected for the textbooks that topics and issues that current students are interested in, and it should be tried that the statistics and the actual examples of or related to the those topics and issues should be shown through tools such as the Internet. And then, through classes teachers maybe able to introduce interesting sites that are related to Germany to students. Finally, to induce students interests and to motivate students, the creativity of the subject matters is improved in general. As studied in Chapter 4, creating pen pal advertisement and writing scenarios for role playing are examples which reflect the aim of the 7th Educational Curriculum well. The worrisome thing in that case is that whether those are appropriate for that level of students. As aiming for commonality in creativity, motivational subject matters, the structure of the contents, the level of the learners must also be considered. If these are improved, more effective German Language teaching and learning will be possible. As it has been written above, there are advantages in the 7th Educational Curriculum German Language textbooks; however, as it is shown in comparison of the revised contents in Chapter 3, the actual textbooks and the mentioned contents have differences in reality. It means that the revision of the educational curriculum is not reflected on the actual textbooks thus staying merely as revision in the system. If these problems become improved, the value or the possibility in the effectiveness of learning of the 7th Educational Curriculum together with the advantages and possibilities of the 7th Educational Curriculum would increase very much. In this thesis, 1 have looked at the examples, problems, together with some directions for improvement which are reflected in the 7th Educational Curriculum textbooks, but there are many things to be studied more deeply and improved. Studying the reflected contents, problems, and directions for improvements of the 7th Educational Curriculum is not the perfect and complete scheme for the German Language teaching and learning; however, if systematic study is done so that the 7th Educational Curriculum can be improved much more, and if above mentioned problems are remedied, the prospect of the German Language Education will become brighter.;현재 제7차 교육과정의 도입과 시행으로 인하여 그에 따른 학습방법·교수방법이 변화되어가고 있다. 따라서 제7차 교육과정의 개정내용을 파악하는 것이 중요하게 되었다. 현재까지 진행된 교육과정의 변천과 함께 제7차 교육과정상의 장점과 문제점을 파악하기 위해서는 기존의 교육과정인 제6차 교육과정을 비교하는 것이 제7차 교육과정을 상세하게 파악할 수 있는 바탕이 될 것이다. 그러므로 본 논문에서는 제6차 교육과정과 제7차 교육과정을 성격, 목표, 내용, 교수방법 등을 중심으로 비교 고찰하고, 각 교육과정을 반영하는 독일어 교과서 에서 그 근거 자료를 찾아보았다. 현재 일선 고등학교에서 교수되고 있는 독일어 교과서를 모두 분석, 반영하는 데에는 무리가 있으므로 몇 종류의 교과서를 선별하였다. 또, 중학교 교과서는 제외하고 고등학교 독일어 교과서만을 다루었다. 또한 본 논문은 제7차 교육과정이 현행 독일어 교과서에 어떻게 반영되었는지를 비교 분석하는 것이 주된 목표이다. 따라서 좀 더 확실한 비교가 가능하게 하기 위해서 두 교육과정기의 교과서 중 동일인물이 제6차와 제7차 교과서를 모두 집필한 교과서를 우선적으로 선택하였다. 본 논문에서 고찰한 바에 따르면 제7차 교육과정이 제6차 교육과정과 비교해 볼 때 눈에 띄는 점은 독일어로 의사 소통하려는 적극적인 태도를 가지도록 하고, 또 독일어권을 여행하거나 간단한 정보를 수집하고자 할 때 유용한 언어적 표현으로 학습 내용을 구성하도록 한 것이다. 또한 제7차 교육과정이 반영된 독일어 교과서에는 독일어 교과가 단순한 언어 교육의 차원을 넘어서 문화 상호간의 이해를 도모하도록 하고, 독일어권 문화의 대표적 특성들을 다룬 점등이 나타난다. 문화의 소개는 단순한 제시보다는 학생들이 자기 문화와의 비교를 통해서 건전한 비판적 시각을 기르도록 하였다. 이러한 비교 고찰 후, 독일어 교과서에는 제7차 교육과정이 얼마나 충실히 반영되었는지를 살펴보았다. 제7차 교육과정에서 추구하려는 바를 형식적으로만 제시하였는지, 또는 언어학적인 면에서 어떤 의미를 내포하고 있는지를 모색해 보았다. 그리고 제7차 교육과정이 반영된 독일어 교과서에 나타난 문제점과 그에 따른 개선책을 모색해보았다. 본 논문에서 고찰한 바로는 제7차 교육과정은 단점과 문제점이 물론 존재하지만 교육과정이 갖는 장점과 가능성으로 인해 학습효과면에서의 가치나 가능성이 매우 높다고 할 수 있다. 그렇기 때문에 현재 제7차 교육과정의 내용상의 문제와 운영상의 문제를 계속적으로 고찰하여 보다 효율적인 학습방법을 제시하는 것은 큰 의의를 가진다. 본 논문에서도 이러한 현황과 문제점 그리고 개선책을 제시하여 살펴보았으나 이에 Ⅳ장에서 살펴보았듯이 즘 더 연구되어져야 하는 부분들이 많이 있었다. 제7차 교육과정의 특징과 반영내용을 고찰하는 것이 교수-학습 방법에 완벽한 방안은 아니지만 본 논문이 보다 발전된 교육과정을 위해 조금이나마 보탬이 될 것이라고 본다. 교육과정이 앞으로 더 많이 발전할 수 있도록 체계적인 연구와 노력을 아끼지 않는다면 제2외국어로서의 독일어 교육 학습 전망은 더욱 밝아질 것이다.