Recently, in the reality that students from multicultural families are increasing in schools, the need for Korean textbook education for marriage immigrants is emerging. In addition, it is necessary to quickly analyze the change patterns and directions of the curriculum being revised in the curriculum revision system and to reflect it promptly in the classroom where the curriculum is realized. In addition, this study was conducted using Bloom''s ''New Taxonomy of Educational Objectives'' to analyze Korean textbooks in a situation where teachers are also required to play a role as a developer of the curriculum.
Bloom''s ''New Taxonomy of Educational Goals'' has the advantage of being able to classify learning goals into 19 and 11 sub-classifications at the cognitive process level and the knowledge level, and through this, the curriculum can be easily expressed numerically. Utilizing these advantages, this study analyzed the learning goals for each phase of the elementary Korean textbooks in the 2015 curriculum, and conducted a comparative analysis between the achievement standards of the 2015 curriculum and the 2007 elementary Korean textbooks. The results are as follow.
First, it is necessary to state that the composition ratio of knowledge and cognitive process dimensions in the same grade group is similar for each grade level. Second, it is necessary to secure hierarchy and sequence in the statement of learning goals as the grade level goes up. Third, the proportion of ‘meta cognitive knowledge’ should increase. Fourth, the statement of learning goals must faithfully include the content of the achievement standards. Fifth, the ratio of ''meta cognitive knowledge'' should be increased for each domain. Sixth, learning goals should be stated so that the characteristics of each area are revealed. Seventh, when selecting content for Korean language education, it should be evenly distributed in terms of knowledge and cognitive process. Eighth, it is necessary to clarify the direction and purpose of reconstruction through the analysis of textbook learning goals. Ninth, when composing Korean textbooks, textbook content should be selected using the textbook learning goal analysis content.
In addition to the above, the following follow-up studies are needed using Bloom’s ‘New Taxonomy of Educational Objectives’.
First, it is necessary to analyze the competencies presented in the curriculum. Second, it is necessary to analyze the recent emphasis on teacher education curriculum.