초등영어문화수업에서의 실러버스 및 단원 구성의 방향

The Direction of Designing a Syllabus and Lesson Schemata Based on Culture in the Primary English Classroom

The purpose of this paper was to suggest the direction of designing a syllabus and lesson schemata based on culture in the Primary English Textbook and classroom activities. In order to achieve this purpose, Kolb’s Experimental Learning Cycle (ELC) and a process approach (PA) framework were reviewed. Kolb’s premise is that learning is incomplete unless an experience is processed by cycling through stages of reflection, generalization, and application. The PA framework lays out a process leading to intercultural communication (ICC), clarifying the objectives of each learning stage and appropriate activities along the way. Primary English Textbooks were analysed, and 4 teachers’ classroom activities were diagnosed in the aspect of a syllabus and lesson schemata. The results indicated that the syllabus and lesson schemata based on the culture should be devised in terms of the ELC and the PA framework.