한·미·호 초등학교 국어과 교육과정 읽기 영역 비교 연구

A Comparative Study on the Content Standards of Reading in Korean-Californian-Western Australian Curriculum

This study was undertaken to address the need to reform the content standards of the reading area in the Korean language curricular. The main purpose of this study is to acquire meaningful suggestions for the reform through the comparison and analysis of content standards in the reading area in Korean, Californian, and Western Australian curricula. A curriculum is the chosen content for the public education system which plays the core role in the school education. It is the same for the curricular on the reading education. Thus, the content standards of the curricula for reading instruction should be able to guide teachers in detail regarding what to teach, and how to teach it. A comparison of the Korean curricular with the curricula of California and Western Australia could suggest insight for the reform since teachers in these foreign programs have freedom to choose of from a much larger variety of texts for planning of the syllabus. In chapter Ⅱ, the theoretical achievement on reading comprehension and reading instruction is scrutinized in order to set up criteria and categories for the comparison. The definition of reading comprehension is taken as the interactive procedure between socio-cultural contexts where the text had been conceived and the situational context where the readers are. Furthermore, the interactive compensatory model has been chosen as the reading model used to set up the categories as it soundly reflects the definition of reading comprehension. In chapter Ⅲ, the categories and criteria are presented for the comparison. I compared the goals and content framework of the reading area: the comparison shows that it is common to focus on the goal of students reading a various range of texts with purpose and critical awareness' in each paper. Comparison of the content framework also shows that the framework of the Korean curricula is structured as 'nature - fundamentals - attitudes' and 'applications' while the structure was defined by the type of texts in the Californian curricula, and as the aspect of reading in the Western Australian curricula. I compared the content standards by categorizing them as 'text', 'reading comprehension', 'reading strategies', and 'reading contexts': the comparison indicates that additional content is needed to improve and complement the Korean curricular. The comparison and analysis provide several suggestions. First of all, it would be beneficial to reconsider the whole area framework on Korean language education. Second, we need to set up the general goal of reading education. Third, content framework needs to be reformed in a manner which reflects consideration of all aspects of reading comprehension. Forth, content framework and statements of content should be consistent with each other. Fifth, content standards should be described in a more detailed way. Finally, the Korean curricula should be complemented by including content about the 'text', 'reading strategies', and 'reading contexts' which are not given in the present curricula. This study is comparative not theoretical. However it does include the building of a content framework which reflects every aspect of reading comprehension. In addition, it sets out guidelines for selection of the content and describing them in detail.