2007 개정 초등학교 1학년 수학 교과서 삽화의 내용 및 구성 고찰 : 한국, 일본, 중국 교과서의 비교를 중심으로 = Consider illustrations of the contents and configuration on the first grade of elementary school 2007 revised mathematics textbook. ; Focusd on comparing textbooks of south Korea, Japan, China

국문 초록 (Abstract)

학교 수학 교육에서 교육과정의 핵심적 역할을 수행하고 있는 교과서는 크게 문자와 삽화로 구성된다. 특히 수학교과서에는 수학적 개념과 연산의 원리를 단순화하고 시각화하여 학생들에게 제공하기 위해 다양한 종류의 삽화가 제시되고 있다.
본 연구에서는 1학년 제7차 개정 수학교과서, 일본교과서 2종 (학교도서 学校図書, 교육출판 敎育出版), 중국교과서 2종 (인민교육출판사 人民敎育出版社, 절강교육출판사 浙江敎育出版社)에 수록 된 삽화 중 수와 연산, 도형, 측정에 해당하는 단원의 삽화를 분석하였다. 삽화분석은 3개국 교과서 삽화의 특징을 정량적으로 비교하며, 구체적인 예를 통해 그 특징을 명확히 했다. 그리고 3개국의 교과서 삽화 중 교육적으로 의미 있는 특징적인 사례를 찾아 비교하며, 섬세한 차이점들을 지적하였다. 마지막으로 이러한 논의를 바탕으로 우리나라 교과서 삽화에 대한 시사점을 도출하고자 하였다.
교과서 삽화의 정량적인 분석 결과, 우리나라 교과서는 다른 나라 교과서 보다 보조적 기능의 삽화가 많았다. 아직 글의 의미 이해 능력이 완전히 발달하지 못한 1학년 아이들의 특성을 고려할 때 일본, 중국 교과서의 필수적 기능 삽화는 많은 시사점을 제공해 주었다.
세 나라의 교과서 삽화 제시 방식은 공통적인 부분뿐만 아니라 차이들이 많았는데, 일본 교과서는 학생들을 배려한 섬세한 삽화, 단원 표지 삽화의 활용, 일관된 캐릭터 사용 등의 특징을 찾을 수 있었다. 또한 중국 교과서에서는 동물 감정의 유머러스한 표현, 문제의 조건을 함축적으로 제시한 그림, 의사소통 향상과 창의성을 개발 할 수 있는 삽화 등을 찾을 수 있었다.
이러한 분석 결과를 바탕으로 시사점을 도출하고 우리나라 교과서 집필의 방향을 제시하였다.

목차 (Table of Contents)

• 국문초록 ·········································································ⅰ
• 목 차 ·········································································ⅲ
• 표 목 차 ·········································································ⅵ
• 그림목차 ·········································································ⅶ
• Ⅰ. 서론 ··········································································1
• 1. 연구의 필요성 및 목적 ·························································1
• 2. 연구 문제 ·······································································3
• 3. 연구의 범위와 제한 ···························································3
• 4. 용어의 정의 ···································································4
• Ⅱ. 이론적 배경 ····························································5
• 1. 3개국 교과서의 특징 개괄 ···················································5
• 가. 교과서 출판 제도 ···························································5
• (1) 한국 ········································································5
• (2) 일본 ········································································8
• (3) 중국 ·······································································11
• 나. 교과서 내용 및 체계 ······················································15
• (1) 한국 ·······································································15
• (2) 일본 ·······································································18
• (3) 중국 ·······································································19
• 2. 교과서 내 삽화의 특징 ······················································25
• 가. 교과서 내 삽화의 기능 ···················································25
• 나. 삽화 선정의 원리 ·······················································27
• Ⅲ. 연구 방법 ·····························································29
• 1. 연구 대상 ·······································································29
• 2. 연구의 절차 ···································································32
• 3. 삽화 분석틀 ···································································32
• 가. 삽화의 종류 ································································33
• 나. 삽화의 기능 ································································33
• 다. 삽화 분량분석(삽화의 수) 분석 틀 ·····································35
• Ⅳ. 연구 결과 ······························································36
• 1. <연구문제1>의 실행 ························································36
• 가. 수와 연산 ··································································36
• 나. 도형 ·········································································38
• 다. 측정 ·········································································40
• 2. <연구문제2>의 실행 ························································42
• 가. 교과서 삽화의 감정 묘사 ················································42
• 나. 글의 의미 이해 ····························································43
• 다. 문제 상황 전달의 정확성 ················································44
• 라. 문제 상황의 집중 정도 ·················································