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A Study on the Analysis of Instructional Objectives of the Revised Basic Curriculum for Special Education of ‘Korean Language’ Textbooks in 2011 - Based on Bloom’s Revised taxonomy of Educational Objectives

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2015, 16(1), pp.237-260
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

이명숙 1 김명희 1 Jeon Byung-Un 1

1공주대학교

Accredited

ABSTRACT

This study has analyzed the revised basic curriculum for Special Education of ‘Korean Language’ textbooks in 2011 based on Bloom’s revised taxonomy of the educational objectives. To accomplish this goal, this study has analyzed the instructional objectives of 1,928 ‘Korean Language’ textbooks in the elementary, secondary, and high school for special education. The result of this study is as follows. First, in the elementary school sector, the ‘factual knowledge’ which is the lowest level in the area of knowledge dimension appeared high. In the secondary school sector, ‘factual knowledge’ and ‘conceptual knowledge’ appeared high. In the high school sector, ‘conceptual knowledge’ was dominant, but ‘procedural knowledge’ was remarkable comparatively. However, ‘meta-cognitive knowledge’ was very rare and on the whole most of the instructional objectives emphasized ‘factual knowledge’ and ‘conceptual knowledge’. Second, in the cognitive process dimension, the elementary school course accounted for a part of ‘remember’ and ‘understand’ almost equally. In the secondary and high school course, a part of ‘understand’ appeared high. Consequently, the cognitive process dimension emphasized ‘remember’ and ‘understand’, and higher cognitive categories such as ‘analyze’, ‘evaluate’, and ‘create’ was relatively very low. Therefore, balanced instructional objectives of ‘Korean Language’ textbooks should be emphasized in order for students with special needs to develop higher-order thinking skills and to acquire various knowledge.

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