This study analyzed the unit of ‘Economic Life and Finance’ related to financial education in four kinds of high school ‘Economy’ textbooks authorized by the government for the 2009 Revised National Curriculum and adopted for school education. Based on analysis criteria, how the content elements and achievement standards were reflected was analyzed by publisher. The results of analysis are summarized as follows. First, in all of the four textbooks analyzed in this study, the contents of learning suggested in the curriculum were organized as a basic course and an advanced course. All the textbooks used the unit name as suggested by the curriculum, but the chapters, lessons, and topics were designed originally based on the contents of learning and achievement standards suggested by the curriculum. Second, all of the four textbooks contained contents related to financial education based on ‘content elements and achievement standards,’ ‘standard economic concepts and achievement standards,’ and ‘writing criteria.’ Third, in all of the textbooks analyzed, most of the contents of learning were for meeting the knowledge goals such as the meanings, types, and explanations of main concepts related to financial education. In contrast, contents of learning for meeting the skill goals were the methods of main concepts, etc., and those for meeting the value and attitude goals were the importance of main concepts, etc., but the volume of such contents was far smaller. Fourth, in all the textbooks, the contents used various materials for the diversity of learning activities and methods. However, the four textbooks were distinguished from one another in the forms and contents of materials as well as in the quality of the materials. Fifth, in all the textbooks, the ‘inquiry activities’ consisted of tasks for problem solving through the interpretation and analysis of various forms of materials. In addition, the quantity and quality were highly varied among the publishers. Sixth, the advanced course was presented in all the textbooks, but the volume was varied among them. Accordingly, it is necessary to adjust the volume for effective learning, and with to provide adequate advanced contents of learning for the course.
Ⅱ. 이론적 배경
Ⅲ. 현행 고등학교 ‘경제’ 교과서의 분석 결과