현행 고등학교 한국지리 교과서 내용 분석

Abstract

學校 敎育에서 가장 重要하고 영향력이 큰 敎材는 敎科書이다. 이러한 이유에서 훌륭한 敎科書의 제작은 무엇보다 重要한 과제이며, 보다 나은 地理 敎科書 제작을 위해 體系的인 硏究가 進行되어야 한다. 本 論文에서는 現行 韓國地理 敎科書 內容 分析에 대하여 논하였으며, 敎科書 內容 分析 結果와 서울 시내 소재 여자 高等學校 1학년 學生 150명을 대상으로 設問調査한 結果를 토대로 問題點과 改善 方案을 살펴보았다. 硏究 方法으로는 第1次 敎育課程부터 第6次 敎育課程까지 地理科를 中心으로 社會科 敎育課程의 변천을 비교 分析하였고, 現在 사용되고 있는 韓國地理 5종 敎科書를 편의상 A, B, C, D, E로 표시하여 敎科書의 單元別 分量, 單元 別 項目數 및 內容, 單元 전개 체제, 內容 체계, 삽화, 도표, 지도의 비교를 분류표로 作成하여 비교 分析하였다. 끝으로 敎科書 內容 分析 結果를 토대로 하면서, 서울 시내 소재 女子高等學校 1학년 學生 150명을 대상으로 設問調査한 結果를 參考하여 韓國地理 敎科書의 問題點과 改善 方案을 제안하였다. 敎科書의 內容을 分析한 結果 첫째, 敎科書 大單元間의 分量 차이가 심하다. 둘째, 敎科書 單元별 項目數 및 內容은 모든 敎科書들이 大單元과 中單元에서는 같았으나 小單元에서 차이를 보였으며 小單元에서도 敎科書間에 큰 차이를 보이지 않았다. 셋째, 單元 전개 체제가 大部分 “單元名 → 單元 案內 → 學習 目標(課題) → 本文 → 硏究 問題 → 單元整理”의 순서를 취하고 있다. 넷째, 韓國地理 敎科書의 內容은 敎科書間에 큰 차이가 없었다. 大單元에서는 Ⅳ單元의 內容이 가장 많았으며, Ⅷ單元의 內容이 가장 적었다. 다섯째, 敎科書에 수록된 學習資料는 大單元間, 敎科書間에 차이를 보였다. 여섯째, 韓國地理 敎科의 問題點으로는 (1) 敎科 內容이 어렵고 敎科書 分量이 많다. (2) 우리나라 각 地域에 대한 地域的 方法의 學習 內容이 부족하며, 실제 生活에 이용 가능한 內容이 부족하다. (3) 敎科書 大單元間에 分量 차이가 심하다. (4) 敎科書에 수록된 學習資料가 실제 수업에 큰 도움을 주고 있지 못하다. (5) 敎科書에 나오는 地理 用語가 어렵다. ; A textbook is the most basic and main teaching in school education Considering that in geography education various kinds of teaching materials are in short supply, it is thought that the textbook is given much weight and that making a good geography textbook is more important than any other thing. This thesis analyzes the contents of Geography textbook of Korean high school to help them revised for the better. The contents of this thesis are the following. First, there are some great difference of quantities among the great unit in five kinds of Korean Geography textbook. In particular, the quantity of Unit 2,3,4, and 6 is quite much, and the sum of the quantity of these units amounts to 77.7% of all units. On the other hand, the quantity of Unit 7 and 8 is relatively little and amount for only 5.7 % of all. Second, the Construction of units( the title of units ) is all the same in great units and mid-units, but there are some differences in small units, and the differences are little among five kinds of textbooks. In the case of the number of units, the average number of small units amounts to 72.5 % of all in Unit 2,3,4, and 6. This is similar to the case of quantity of units. It shows that the subject of Korean Geography is just like learning these units, and it is thought that this point has to be corrected. Third, in most textbooks the development system of units has an order like this; the title of an unit, the instruction of an unit, learning objects, main texts, studying points, and checking up the unit. Fourth, comparing the contents in five kinds of Korean Geography textbooks, more than 80 % from geography are commonly treated. Unit 4 has the most contents of all great units and Unit 7, the least. The units that have the moat contents treated commonly in all textbooks are Unit 5 and 7, and the rate is 100 % . Meanwhile, Unit 6, the least, has only 36.6 %. Fifth, analysis that changes episodes, charts, and maps included in textbooks into numbers shows that there is a difference in great units case of textbooks there is a similar difference that textbook C has the most, while textbook E has the least. Also, the average number of teaching materials in every unit is 0.8 per each page. It means that teaching materials is short, and that more kinds and more various kinds of materials need to be inclouded in textbooks. Finally, examining the problems in Korean Geography textbook used presently there are five problems; (1) The contents are difficult and the quantity is too much. (2) The learning contents of the local methods about each place in our country are not enough, and there are little parts that are possible to use in our real life. (3) There is a great difference in quantity among great units. (4) Teaching materials included in textbooks are not enough. (5) Terms related to geography in textbooks is difficult. The most important teaching material in learning Geography is a textbook, and there has to be continuous study and development on textbooks