제7차 중등교육과정 지리영역 교과서의 시각자료 체계성에 관한 연구 = A Study on Systemicity of Visual Materials in Geographical Textbooks under the Seventh Curriculum

다국어 초록 (Multilingual Abstract)

This research focuses on in-depth learning which is emphasized in the seventh curriculum and examines the systemicity of visual materials between geography subjects which should be connected in the course of education. In addition, this study looks at how similar visual materials are in the textbooks of the identical subject in terms of systemic construction of education materials.
The theoretical framework of the study is based on Duchastel's theory on a functional approach, Piaget's theory on cognitive development, Hoban's classification of visual materials, Dale's audiovisual theory, and Pettersson's theory on visuals for information. This study adopts both quantitative and qualitative analysis methods for a critical examination. The textbooks selected in this study include "Society 1" as a middle school textbook and "Society" and "Geography of Korea" as high school textbooks.
The quantitative analysis which investigated the systemicity of content materials and data in terms of the amount of materials in the selected subject shows the following results. As the level of education increases, there is little difference in the amount of visual materials in the textbooks, but the number of specific visual materials increases. As for the qualitative analysis to examine the systemicity of visual materials, this study has classified visual materials into three types: the first type where the degree of specificity and difficulty of visual materials are heightened, the second type where the degree of abstractness of visual materials increases, and the third type of which pattern are not identified.
The degree of the specificity and abstractness of visual materials increases in the identical subjects from the middle school textbook to the high school textbooks. This indicates that contents of learning materials in part are systemically organized as the level of education increases. However, the textbooks include a large amount of materials of which pattern are not identified, showing that the materials are not systematically organized.

목차 (Table of Contents)

• 1. 서론 = 1
• 1.1. 연구목적 = 1
• 1.2. 연구내용 = 2
• 1.3. 연구방법 = 5
• 1.4. 연구동향 = 6
• 2. 이론적 배경 = 8
• 2.1. 교육학적 이론 = 8
• 2.2. 시각자료의 구분 = 16
• 3. 중등 지리영역 체계성 분석 = 18
• 3.1. 분석 대상 교과서 선정 = 18
• 3.2. 지리영역 단원 및 주제 분석 = 19
• 3.3. 교과서 시각자료의 정량적 분석 = 25
• 4. 교과서 시각자료의 정성적 분석 = 32
• 4.1. 분석주제의 구체화 = 32
• 4.2. 유형의 분류 = 33
• 4.3. 정성적 분석의 고찰 = 48
• 5. 결론 = 49
• 참고문헌 = 52
• ABSTRACT = 55