한국, 중국, 일본의 초등학교 통합교과용 교과서 비교 분석 = A Comparative Analysis of Elementary Integrated Textbooks of Korea, China and Japan

다국어 초록 (Multilingual Abstract)

This study aims to seeking some pointers to compilation of a integrated textbook of better quality by comparing our elementary school integrated textbook with those of other countries and analyzing them. One unit(chapter) of each integrated textbook of Korea, China, and Japan was selected to conduct a comparative analysis of the setup of organization of units and of the presentation form of educational contents and activities. As a result, some ideas to supplement for the integrated textbooks of Korean elementary school are proposed, as follows. First, needing to decrease the number of study issues with improving present form which repeatedly states key words having the same lesson title, goal, and study issues. It would be one of the solutions to unify lesson title with goal and state. Second, needing to get diversity of study and presentation form of educational contents and activities. Using some characters or illustrations as well as having various types of text message contents. Third, if intending to apply present form to post-textbook, take the suggestion of making storylines in each chapter. supposing some character is set of heros in a textbook or each chapter, the storyline could be formed by it.

참고문헌 (Reference)

1 교육부, "학교 1-1" 지학사 2014

2 김재춘, "초등학교 사회과 교과서의 내용 구성 방식 비교 연구- 한국, 일본, 미국, 영국을 중심으로 -" 한국비교교육학회 17 (17): 157-184, 2007

3 정광순, "초등학교 1, 2학년 교과서 분석" 한국초등교육학회 23 (23): 23-43, 2010

4 홍미라, "수학 교과서 비교연구 논문에 관한 분석" 한국수학교육학회 44 (44): 201-214, 2005

5 정광순, "교과서 개발 방식 및 집필 지침" 10 : 24-62, 2011

6 "品德与生活 1上" 人民敎育出版社 2014

7 "どきどき わくわく あたらしい せいかつ 上" 東京書籍 2011

8 김세영, "2009 개정 교육과정에 따른 통합교과 교육과정 및 통합 교과서에 대한 현장 교사들의 의견 분석" 한국통합교육과정학회 8 (8): 43-72, 2014