The present study aims to analyze how the 2015 national curriculum approaches culture education for English learners at primary schools to find out what problems it has, and how the problems can be solved. The main target of the analysis is the 2015 national curriculum for primary English education, and for in-depth discussion the previous curricula from the 6th to the 2009 revision were also analyzed and compared with it. In addition, the 2015 national curriculum for Korean language education and practical foreign language education was analyzed and compared paradigmatically with it. The analysis reveals that while the culture education for primary school English learners in the 2015 national curriculum tries to implant multiculturalism in accordance with the international trend, it merely establishes an objective of understanding other cultures, failing to reflect the spirit of multiculturalism appropriately. It also shows that it does not provide specific information about what and how to teach and assess to realize multiculturalism, the main reason being that it didn t establish achievement criteria. To solve these problems, the study suggests the setting of an objective from the multicultural perspective, the establishment of achievement criteria for culture education, and the development of specific guidelines for content, method and assessment based on the criteria.
I. 서론
II. 이론적 배경
III. 연구 방법
IV. 연구 결과 및 논의
V. 결론 및 제언