교과서 분석의 준거 설정 연구 = (A) study on establishment of criteria for text analysis

다국어 초록 (Multilingual Abstract)

The purpose of this study is to establish criteria of text analysis. In the light of this aim, this research emphasizes on laying down a general criteria for analyzing a textbook. The criteria can be established by both deductive and inductive procedures in lines with theoretical review. The deductive method made a theoretical frame through theoretical discussion and analysis of preceding researches. The inductive method used establishing criteria by the analysis of materials gathered from the various methods of textbook analysis. Conclusions of this research are as follows;
First, after considering of various concepts of textbook analysis, I defined the notions of text analysis as the activity, which evaluate the quality of textbooks. Thus, the meaning of the criteria of analysis is a standard to provide the some prescribed guides to analyzing activities.
Second, it indicated the methods of establishing criteria and styles of stating of criteria by discussing of theories of analysis of textbooks from the viewpoint of an analysis table of curriculum, contents analysis, and textbooks estimation (deductive method), and comparing with and synthesizing methods of textbooks analysis (inductive method).
In consequence of comparing with the process of the upper criteria establishment, it concludes that the rest criteria of textbook analyses except the analysis of Romey and Klopfer have domain of textbook-evaluation as the common criteria. That is, the form of establishing criteria of textbook analysis is similar to types of textbook evaluation. The basic frame of establishing criteria of textbook analysis consists of common criteria of elements, dimensions, and items of establishing of textbook analysis. I made the form of establishing criteria of textbook analysis with reference to textbooks evaluation. We can guess that we may make a statement more effectively with some phrases than numerical index or question sentences because the statement form of criteria of textbook analysis in the synthesis analysis comparison table consists in primarily phrases. Therefore, I described criteria of textbook analysis by form of phrases.
In conclusion, I tried to make it more easy to judge textbooks' qualities by making tools of textbook analysis and providing general criteria of textbook analysis through discussion of chapterⅡ,Ⅲ,Ⅳ. <Table Ⅳ-1> is developed by researcher and makes a role as a tools of textbook analysis. I formed my own viewpoints of textbook analysis through fundamental knowledge and comprehension about textbooks being used at school by this tool.

목차 (Table of Contents)

• 차례 = i
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구내용 및 방법 = 4
• 3. 연구의 제한점 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 교과, 교과서, 그리고 교육과정 = 8
• 1) 교과와 교과서 = 8
• 2) 교육과정과의 관련성 = 11
• 2. 교과서 분석의 개념과 중요성 = 16
• 1) 교과서 분석의 개념 = 16
• 2) 교과서 연구의 접근 방법 = 20
• 3) 교과서 분석의 필요성과 중요성 = 39
• 3. 선행연구의 분석 = 45
• Ⅲ. 교과서 분석의 이론과 방법 = 48
• 1. 교과서 분석 이론 = 48
• 1) 교육과정 분석 틀 = 48
• 2) 내용분석(contents analysis) = 55
• 3) 교과서 평가 = 59
• 2. 교과서 분석 방법 = 62
• 3. 주요 특징과 시사점 = 85
• Ⅳ. 교과서 분석의 준거 설정 = 90
• 1. 교과서 분석 준거의 개념 규정 = 90
• 2. 분석 준거의 설정과 진술 = 91
• 1) 준거 설정방식 = 91
• 2) 분석 준거의 진술 방식 = 91
• 3. 분석 준거 설정 = 92
• Ⅴ. 결론 및 제언 = 94
• 1. 결론 = 94
• 2. 제언 = 95
• 참고문헌 = 97
• (Abstract) = 99