지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
This study, for the purpose of checking up literary education curriculum sequence and hierarchy of Elementary and Secondary School, explored if selected contents are deepened and expanded step by step according to grades and if achievement standard is organized to direct higher targets. As a result, achievement standard tended to be greatly overlapped for presentation. In addition, the direction of korean education and achievement standard, suggested in area achievement standard or subject aim, didn’t have so close connection. This study pointed out that, for the purpose of escaping from overlap of achievement standard contents, the terms used in curriculums have to be easy and the education contents, dealt with in literature curriculum, have to be complemented in many ways. The aim of Korea language education is centered on knowledge, function, and attitude. The aim, with the segmental ways, can not reveal what direction of the korean language education is. This study judges that the aim of the Korean language educational presented in multi-layered and concretely can be a pivot which directs hierarchy direction of achievement standard.
목차
Ⅰ. 서론
Ⅱ. 성취 기준의 계열화 방식
Ⅲ. 성취 기준의 위계화 방식
Ⅴ. 결론
참고문헌
Abstract
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UCI(KEPA) : I410-ECN-0101-2015-700-002476220