The purpose of this study is to compare vernacular contents of education in Korea and France, especially focused on 1st grade of middle school curriculum, and to find a way to improve the education of Korean language. In chapter 2, prior to a full-scale study, this study introduced the nature of tea...
The purpose of this study is to compare vernacular contents of education in Korea and France, especially focused on 1st grade of middle school curriculum, and to find a way to improve the education of Korean language. In chapter 2, prior to a full-scale study, this study introduced the nature of teaching vernacular in curriculums and the purpose of the lessons of the two countries. In addition to discussing the characteristics of education and goals, the research compares the curriculum and policy of textbook of two countries. Chapter 3 includes a thorough comparison of two countries’ language curriculum details. Briefly, Korean language curriculum is composed of ‘Listening · Speaking, Reading, Writing, Grammar, Literature’, while French language curriculum is made up of ‘Language learning included of grammar, orthography and lexicon, Reading included Literature, expression of Writing, expression of Speaking, Art history’. This difference shows the different aims of language teaching of the two countries ; the latter places emphasis on the integration of the four elements of language (speaking, writing, listening, and reading). Through the chapter 3, the paper discusses which analyzed contents of both countries’ textbooks, and the chapter 4 examined how the units of textbooks reflect each countries’ language teaching curriculums. In order to compare them more accurately, this study was proceeded with a research on 1st grade textbook of French middle school. In case of Korean language textbook, the unit of textbook was composed of each fields; listening, speaking, reading, grammar, and literature. While, the French language textbook consists only two of the above. Both of the textbooks reflected each of the curriculums thoroughly, but the difference was quite obvious. In short, the chapters of Korean textbook are composed of each independent language domains. However, the French textbook constitutes rather whole language aspect : for example, the varieties of language domains are combined with each other through the integration of the units. This trait implies a way to improve the Korean textbooks for the ultimate integration of different lingual aspects rather than the way of segmental and distributed parallel teaching.
The purpose of this study is to compare vernacular contents of education in Korea and France, especially focused on 1st grade of middle school curriculum, and to find a way to improve the education of Korean language. In chapter 2, prior to a full-scale study, this study introduced the nature of teaching vernacular in curriculums and the purpose of the lessons of the two countries. In addition to discussing the characteristics of education and goals, the research compares the curriculum and policy of textbook of two countries. Chapter 3 includes a thorough comparison of two countries’ language curriculum details. Briefly, Korean language curriculum is composed of ‘Listening · Speaking, Reading, Writing, Grammar, Literature’, while French language curriculum is made up of ‘Language learning included of grammar, orthography and lexicon, Reading included Literature, expression of Writing, expression of Speaking, Art history’. This difference shows the different aims of language teaching of the two countries ; the latter places emphasis on the integration of the four elements of language (speaking, writing, listening, and reading). Through the chapter 3, the paper discusses which analyzed contents of both countries’ textbooks, and the chapter 4 examined how the units of textbooks reflect each countries’ language teaching curriculums. In order to compare them more accurately, this study was proceeded with a research on 1st grade textbook of French middle school. In case of Korean language textbook, the unit of textbook was composed of each fields; listening, speaking, reading, grammar, and literature. While, the French language textbook consists only two of the above. Both of the textbooks reflected each of the curriculums thoroughly, but the difference was quite obvious. In short, the chapters of Korean textbook are composed of each independent language domains. However, the French textbook constitutes rather whole language aspect : for example, the varieties of language domains are combined with each other through the integration of the units. This trait implies a way to improve the Korean textbooks for the ultimate integration of different lingual aspects rather than the way of segmental and distributed parallel teaching.
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#교육과정 교과서 국어 교육 프랑스어 교육
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