@article{ART001978069},
author={이명숙 and 김명희 and Jeon Byung-Un},
title={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={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2015},
volume={16},
number={1},
pages={237-260}
TY - JOUR
AU - 이명숙
AU - 김명희
AU - Jeon Byung-Un
TI - 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
JO - Journal of Special Education: Theory and Practice
PY - 2015
VL - 16
IS - 1
PB - Research Institute of the Korea Special Education
SP - 237
EP - 260
SN - 1598-060X
AB - 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.
KW - analysis of instructional objectives;basic curriculum for special education;Bloom’s revised taxonomy of educational objectives
DO -
UR -
ER -
이명숙, 김명희 and Jeon Byung-Un. (2015). 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, 16(1), 237-260.
이명숙, 김명희 and Jeon Byung-Un. 2015, "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, vol.16, no.1 pp.237-260.
이명숙, 김명희, Jeon Byung-Un "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 16.1 pp.237-260 (2015) : 237.
이명숙, 김명희, Jeon Byung-Un. 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. 2015; 16(1), 237-260.
이명숙, 김명희 and Jeon Byung-Un. "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 16, no.1 (2015) : 237-260.
이명숙; 김명희; Jeon Byung-Un. 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, 16(1), 237-260.
이명숙; 김명희; Jeon Byung-Un. 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. 2015; 16(1) 237-260.
이명숙, 김명희, Jeon Byung-Un. 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. 2015; 16(1), 237-260.
이명숙, 김명희 and Jeon Byung-Un. "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 16, no.1 (2015) : 237-260.
