This study examines the 2015 revised Korean curriculum and the 'writing' chapter of the school textbooks reflecting it and presents the overall contents and activities of 'revision'. In this regard, 'revision' among the 'writing' chapters of middle sc...
This study examines the 2015 revised Korean curriculum and the 'writing' chapter of the school textbooks reflecting it and presents the overall contents and activities of 'revision'. In this regard, 'revision' among the 'writing' chapters of middle school textbooks from 1st year to 3rd year by the curriculum, publisher, and semester are analyzed. According to the curriculum, the proportion of 'revision' in 'writing' education changed repeatedly, leading to the 2015 revised curriculum. In middle school education, where 'revision' first appeared in the 2015 revised curriculum, students often did not experience successful revision due to the difficulties of the writing process itself, which was recognized as a problem.
Revision is presented in the formal category or in the content category. In some cases, the general principle of revision is embodied in textbooks, but it is only a simple revision process, and systematic revision learning that can be planned and drafted according to the type and genre of writing, such as report writing, argument writing, and explanatory writing, has not been well implemented in the textbook. The world-famous authors also improve their writing levels by revision dozens of times. In order to demonstrate the high level of writing skills required when departing from the curriculum and becoming a member of society, systematic genre-specific revision education must be accompanied.
Therefore, in this paper, the writing chapters of Korean textbooks in the first to third years of middle school are classified by publishers, and how revision is implemented in that chapter is analyzed. The classification of revision sections of a total of 54 middle school Korean textbooks and their contents are analyzed. Through this investigation, an improvement plan of a textbook and activities to improve revision ability for the student are proposed.
There are textbooks that suggested revision in the writing chapter from the first semester of the first grade and the categories of revision differ by publishers regardless of grade. Some textbooks deal with revision in the entire writing chapter, while others suggest revision in the aspects of checking after focusing on writing such as claims, explanations, and reports. Through a thorough investigation, traces of each publisher's contemplation to include revision, which is required from the curriculum, in the textbooks were seen, but suggestions on how to apply revision differently depending on the type and genre of writing and uniform revision education were insufficient. To discuss this problem, this paper is organized as follows.
In Chapter 1, the background and purpose of this study, and preceding research are reviewed. Previously, there were mainly studies related to curriculum analysis, section analysis in the textbook, and teaching methods related to the revision. All 9 types of Korean language textbooks for all middle school students are classified, among them, the contents are examined in the aspects of the composition of the chapters, text, and learning activities for the sub-chapter that suggested revision as a learning goal.
In Chapter 2, the concept of revision and the theory of writing by era are examined, and the perspective of perception of revision by the corresponding theory is grasped. It can be seen that revision work has been recognized as a formal error correction process from the formalism, regression perspectives such as how the writer thinks in the writing process from the cognitive theory, and consultation between the writer and the reader from the social constructivism, respectively. In addition, the type of revision, guidance principles, and educational strategies are dealt with, and the educational value and significance of revision work in writing education are presented.
In the next chapter, the contents of the revision section in 2015 revised curriculum are examined at the elementary, middle, and high school levels, and how 'revision' is presented in textbooks by publishers is analyzed in three aspects. As a result, for each publisher, since there are textbooks containing 'suggestion of a general principle of revision' of the curriculum and textbooks that are not, it is judged that students' experiences in revision would be significantly different depending on which publisher's textbook is used in school, and these contents are discussed in the text.
In the last chapter, all of the previous contents are summarized, and presented the writing education plan focused on revision. As a way to improve the revision curriculum and textbooks of writing education, the application of digital textbooks and education using online portfolios are proposed.
The educational implications of this study are as follows. First, the writing chapters out of 54 textbooks by semester and publisher of all grades for middle school levels in which the 'general principle of revision' is presented in the overall curriculum were analyzed. Among them, it is meaningful to classify and analyze the contents related to revision, which are considered the most important parts of writing education. Second, after analyzing the status of revision education and the contents of Korean textbooks in the current writing education, the limitations of revision education were identified. Third, the educational value and significance of revision were examined, and the improvement plan of the textbook, the detailed item checklist, the utilization of a digital textbook, and the online portfolio education plan were presented in relation to the writing education plan focused on revision. This study is meaningful by dealing with the discussion of the importance of revision in writing education and the direction of future improvement.