고등학교〈문법〉‘이야기’ 단원의 내용 구성 연구

다국어 초록 (Multilingual Abstract)

Grammar textbook is the most concrete material, where the contents of grammar education that have long been discussed on theoretical level are realized. Especially the grammar textbook, developed under the government endorsement, should be regarded as having the most standard contents of the time in its character. In this view, grammar textbook is not considered as a method of teaching and learning, but as the one has the results of the systematization of grammar education contents.
In the present study, every part related to story in the textbook from the 4th to 7th grammar textbook endorsed by government has been analyzed. All the content structures are systematized on the basis of the table of contents in the grammar textbooks, centering on the core grammatical terms. This systematized structure is the knowledge structure represented in the grammar textbook related 'stories'.
In order to understand all the content structure, every content structures of each curriculum period is schematized with mind-mapping methods, the aspects of the transition of the whole content structures related 'stories', then detailed content factors were analyzed.
As results, insufficiency of the refinement and structuralization of its contents, the problem of low validity of loose contents related to 'story' are revealed as issues to be dealt with. On the basis of these results, the present study disjoints the story parts, and instead of it, emphasizes the context of the discourse and the text. Finally this study propose the content structuring scheme with a way of multi-level description of below sentence units.