Bloom의 新敎育目標分類學에 基盤한 初等 國語科 敎育課程 目標 分析 = Analysis of Curriculum Objectives of Elementary Korean Curriculum Based on Bloom’s Revised Taxonomy of Educational Objectives

다국어 초록 (Multilingual Abstract)

Educational objectives clearly show what teachers and instructors should teach in the class and how they lead the class, focusing on a certain activity for their students in the class. Clear educational objectives are a prerequisite for teachers to accomplish effectively (or successfully) their curriculum. The purpose of this research is to classify the educational objectives of Korean language text books in elementary school according to the revised curriculum in 2007 based on Bloom's revised taxonomy of educational objectives. The educational activities have certain objectives which provide instructors with educational guidance and specific instructions regarding the contents, what to teach and ways how to set and organize the procedure. It also presents the students what they will learn clearly and encourage their learning.
This classification of educational objectives is to classify the objectives that teachers expect students to learn from lessons. This helps teachers to state and classify the objectives effectively. By classifying class objectives, teachers are able to better understand about their teaching. They can make better decisions about what to teach and how to evaluate. The system of Bloom's revised taxonomy table comprises of the two dimensions. One is the knowledge dimension consisted of nouns. The other is the cognitive process dimension consisted of verbs. In other countries, they classified the objectives based on Bloom's taxonomy of educational objectives and applied them to their teaching. This resulted in improvement of student's ability and performance. But in our country, up to now, most of the research have been about Bloom's taxonomy table.
Elementary school curriculum is the first stage of national curriculum and standard of the whole Korean language education. The subject of Korean language is not only a basic subject but also a tool in order to learn other subjects. Therefore it is needed to analyze how Bloom's revised taxonomy table is applied to Korean language curriculum of elementary school across the grades. The research based on Bloom's revised taxonomy table is useful and worthy these days when we need to change our view point about learning, teaching and assessment.
The procedure of this research contains basic research stage, classification of educational objectives and conclusion. Research contents and methods of each stage goes follows.
First, as basic research stage, I studied Bloom's revised taxonomy table theoretically, surveyed and did in depth interviews and case studies for analysis of the objectives in the Korean, American and Japanese language curriculum.
Second, in the stage of classification of educational objectives, expert decoder used Delphi method to analyze the educational objectives in Korean language text books. The results were measured to find out the degree of agreement through Nvivo statistic program. And a focus group interview was done to verify the classification of the analysis.
Third, in the conclusion stage, I concluded about the result of analysis of the educational objectives.
In Korean educational objectives in elementary school, the objectives categorized 'Apply Factual Knowledge' make up a large portion across grades. Results of analysis of Korean language educational objectives are as follows:
First, in the first grade, the statement of objectives categorized 'Factual Knowledge and Apply' make up a major portion. But there is no objective categorized 'Create'. The first grade is the basic stage for learning how to use language. So it requires abilities to understand and express effectively and accurately. It also needs basic thinking power and creativity. Therefore, even though it is the first grade, the objectives for high leveled thinking should be included.
Second, in the second grade, a majority of the educational objectives are categorized into 'Factual Knowledge and Apply' the same as the first grade's. There are no educational objectives categorized 'Conceptual Knowledge’. It is notable to mention that the educational objectives 'Meta Cognitive Knowledge' and 'Create' appear for the first time in this textbook, which reflects the spirit of 2007 revised curriculum.
Third, in the third grade, a majority of the statement of educational objectives fall into the category 'Remember Factual Knowledge’. When it comes to statement of educational objectives, it should include knowledge dimensional and cognitive dimensional objectives. It is desirable that the statement of educational objectives matches with the objectives of the curriculum that pursues acceptance and production of critical and creative knowledge.
Fourth, in the fourth grade, the educational objectives categorized into 'Apply Factual Knowledge' make up a major portion.
Fifth, in the fifth grade, the educational objectives categorized into 'Remember Factual Knowledge' make up a major portion. For higher grade, there should be more objectives categorized into 'Conceptual and Meta Cognitive’. Objectives in textbook are affected by the curriculum. So they should reflect the spirit of the curriculum to enhance language skills in order to use them creatively.
Sixth, in the sixth grade, 'Remember Factual Knowledge' objectives make up a major portion even though it’s a higher grade, there are still a lot of statement of objectives based on understanding simple factual knowledge.
Results of analysis of objectives according to fields are as follows:
First, in the listening section, the objective 'Remember Factual Knowledge' make up a major portion. There are no objectives 'Conceptual Knowledge’.
Second, in the speaking section, the objective 'Apply Factual Knowledge' make up a major potion.
Third, in the reading section, the objectives mainly fall into the 'Apply Factual Knowledge' category but there are no 'Create' objectives.
Fourth, in the writing section, most objectives are in the 'Remember Procedural Knowledge' category.
Fifth, in the grammar section, the objectives mainly fall into the 'Remember Factual Knowledge' but no 'Meta-cognitive Knowledge’.
Sixth, in the literature section, the objectives are in the 'Apply the Factual Knowledge category. There needs to be more objectives categorized as 'Meta Knowledge, Analyzing Assessment, Creating to drag up students' activities to a higher level.
For further research of analysis of Korean educational objectives based on Bloom's revised Taxonomy of educational objectives, I suggest.
First, contents taken from the curriculum should be reflected in the text book. Second, with reference to this research, further research in Korean language objectives in text book in 2009 revised curriculum should continue.
Third, research of how much portion of knowledge dimensional and cognitive dimensional objectives is needed. Fourth, research of analysis the objectives according to the purpose of setting units and use of language is needed. Fifth, research of analysis of objectives according to schools, elementary school middle school, high school is needed. Sixth, it is also needed to research analysis of subordinate patterns of knowledge dimensional and cognitive dimensional objectives. Seventh, teachers should refer to this research in process of re-oganizing korean lessons. Eighth, teachers should consider that it is the most important to match teaching and learning activities with the objectives when they analyze the objectives.
Therefore, educational objectives aimed towards improving ‘procedural’ and ‘meta-cognitive knowledge’ should be emphasized in order for students to develop higher-order thinking skills and to reduce the loss of interest in Korean. During the cognitive process, teachers should introduce diverse categories of educational objectives to encourage creative thinking and cater to individual learning abilities.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 및 목적
• 2. 연구 문제
• 3. 연구의 범위 및 제한점
• 4. 선행연구 분석
• Ⅱ. 이론적 배경
• 1. Bloom의 교육목표 분류학의 특징과 문제점
• 2. Bloom의 신 교육목표 분류학 이론
• 3. 초등학교 국어과 교육과정 문서 체제의 특징
• Ⅲ. 연구의 방법 및 절차
• 1. 연구방법론
• 2. 연구의 절차 및 설계
• 3. 분석 대상 및 준거
• 4. 자료 수집 및 분석
• Ⅳ. 연구 결과 및 논의
• 1. 연구의 결과
• 2. 논의
• Ⅴ. 결론 및 제언
• 1. 요약 및 결론
• 2. 제언
• 참고문헌
• Abstract
• 부록