2015 개정 교육과정에 의거한 초등학교 3, 4학년 영어 교과서 문해 활동 분석

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze the literacy activities of 3rd and 4th grade English textbooks based on the 2015 revised national English curriculum in order to find out types and characteristics of literacy activities, and to see how elements of the curriculum are distributed in literacy activities.
This study analyzed the literacy activities according to reading activity type, writing activity type, and the type of language function integration. And this study analyzed literacy activities according to material, communication function, and language form in order to investigate how elements of the curriculum are distributed in literacy activities presented in the textbooks.
The results of this study can be summarized as follows;
First, The most common types of reading and writing activities presented in textbooks were 'reading words or phrases' and 'writing words or phrases'.
Second, As a result of analyzing the literacy activities according to the type of integration of language functions, the most common type of literacy activity was the integration of two language functions.
Third, as a result of analyzing the literary activities according to the language materials presented in the curriculum, learner's daily life contents were frequently used in literacy activities. As an element of literacy activities, 'animals, plants and natural phenomena', 'family life, food and shelter,' and 'leisure life' were most frequently presented as the material of literacy activities. And, ‘communication and asking’, ‘persuading and recommending’, and ‘social activities’ were frequently presented among communication functions. With regard to the form of language, ‘nouns’, ‘type of sentence’, and ‘questions’ have been used widely.
Based on these results, this study suggests the followings.
First, teachers should make use of various types of reading and writing activities, and various types of language function integration to enable learners to learn in an interesting and effective way.
Second, according to the textbook, teacher should mainly use the language materials frequently encountered in everyday life, but instruct them not to overestimate the minority items.
Third, teachers should teach various types of language forms and communication functions appropriate to the level of learner through literacy activities.

목차 (Table of Contents)

• Ⅰ. 연구의 필요성 및 목적 1
• Ⅱ. 이론적 배경 4
• 1. 우리나라 초등영어교육에서의 영어 문해 4
• 2. 2015 개정 영어과 교육과정에 제시된 문해 지도 9
• Ⅲ. 연구 방법 19
• 1. 분석 대상 19
• 2. 자료의 수집 및 분석 21
• Ⅳ. 연구 결과 및 논의 28
• 1. 문해 활동의 유형과 특징 28
• 2. 문해 활동에서 소재, 의사소통 기능, 언어 형식 등 교육과정 제 요소의 분포와 특징 53
• Ⅴ. 결론 및 제언 67
• 참고문헌 73
• Abstract 80