2015개정 교육과정에 의한 일본어 교과서 쓰기활동 분석 (An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015)

서지정보

· 발행기관 : 한국일본어학회
· 수록지 정보 : 일본어학연구 / 64호 / 119 ~ 136페이지
· 저자명 : 이소라, 오현정

초록

This paper analyzed the written activities presented in the Japanese textbooks used in high school under the revised 2015 curriculum and unveiled how they were organized in the textbooks. Our results showed that they consisted of limited writing exercises (91.68%), induced writing exercises (8.10%), and free writing exercises (0.22%). In other words, they were mostly comprised of imited writing exercises. Even in terms of the transitional connection between Japanese I and Japanese II, while Japanese I expands the amount of written exercises gradually from letters to words and sentences, Japanese II consists of limited writing exercises only with some exceptions. Furthermore, results of the survey on the commonality of writing exercises between the two textbooks showed that commonalities of other types of exercises rather than of the limited writing exercises were extremely low. In addition, our analysis of the reflection rate of teaching and learning methods, i.e. how far the method actually used exercises as presented in the Japanese language curriculum, showed a huge difference in the use of writing exercises between the Japanese textbooks by more than 66.66% for Japanese I and 45.00% for Japanese II. Through this analysis, we were able to identify the problem of the lack of transitional connection between Japanese I and Japanese II, which was caused by the fact that in the current textbook, writing exercises are biased to the limited type. We also suggested that because of the low commonality between the textbooks, the guided writing should be encouraged to cover the areas that have insufficient contents, as well as to engage students in various exercises. In sum, this paper discussed the problems of the revised 2015 curriculum with focus on the writing exercises in Japanese language textbooks in high school. Based on the findings of this study, in the future, we will explore the effective way of organizing the contents of the exercises so that the textbooks maintain the continuity and remain systematic.

영어초록

This paper analyzed the written activities presented in the Japanese textbooks used in high school under the revised 2015 curriculum and unveiled how they were organized in the textbooks. Our results showed that they consisted of limited writing exercises (91.68%), induced writing exercises (8.10%), and free writing exercises (0.22%). In other words, they were mostly comprised of imited writing exercises. Even in terms of the transitional connection between Japanese I and Japanese II, while Japanese I expands the amount of written exercises gradually from letters to words and sentences, Japanese II consists of limited writing exercises only with some exceptions. Furthermore, results of the survey on the commonality of writing exercises between the two textbooks showed that commonalities of other types of exercises rather than of the limited writing exercises were extremely low. In addition, our analysis of the reflection rate of teaching and learning methods, i.e. how far the method actually used exercises as presented in the Japanese language curriculum, showed a huge difference in the use of writing exercises between the Japanese textbooks by more than 66.66% for Japanese I and 45.00% for Japanese II. Through this analysis, we were able to identify the problem of the lack of transitional connection between Japanese I and Japanese II, which was caused by the fact that in the current textbook, writing exercises are biased to the limited type. We also suggested that because of the low commonality between the textbooks, the guided writing should be encouraged to cover the areas that have insufficient contents, as well as to engage students in various exercises. In sum, this paper discussed the problems of the revised 2015 curriculum with focus on the writing exercises in Japanese language textbooks in high school. Based on the findings of this study, in the future, we will explore the effective way of organizing the contents of the exercises so that the textbooks maintain the continuity and remain systematic.

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