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Review of literature subjects and curriculum to develop community and interpersonal competencies - Focusing on the 2015 revised Literature textbook and the 2015 and 2022 revised literature subject curriculum -

  • Korean Language & Literature
  • 2023, (125), pp.269-300
  • Publisher : Korean Language & Literature
  • Research Area : Humanities > Korean Language and Literature
  • Received : September 30, 2023
  • Accepted : November 23, 2023
  • Published : November 30, 2023

baek yun kyung 1

1충남대학교

Accredited

ABSTRACT

This paper was written for the purpose of exploring educational directions for cultivating community and interpersonal competencies in the literature subject of the 2022 revised curriculum to be implemented in the future. To this end, Chapter 2 reviewed the ‘community’-related units and sanctions included in the 2015 revised Korean language curriculum Literature textbook, and Chapter 3 compared and reviewed the 2015 revised and 2022 revised ‘Literature’ subject curricula. In Chapter 2, despite its status, ‘community/interpersonal competency’ is briefly covered within the unit of ‘living literature’, and its content is also treated from the perspective of ‘self-reflection’ and ‘understanding of others’. Confirmed. This is closely related to the fact that the meaning and nature of the competency was set somewhat ambiguously. As a result of reviewing the 2022 revised curriculum in Chapter 3, it was confirmed that the approach to community and interpersonal competencies was clearly established across characteristics, goals, content system, and achievement standards when compared to the 2015 revision. Above all, it is noteworthy that community and interpersonal competencies are focused on participatory attitudes based on learner initiative. Therefore, when seeking specific educational methods according to the future curriculum, selection of works containing topics that can promote understanding of community problems through literature and participation in problem solving and detailed setting of specific educational methods for this purpose are necessary. This is needed. In particular, it is important to note that in the achievement criteria, ‘community’-related elements are separated from ‘living in literary activities’ and are specifically presented as ‘attitudes to understanding community problems and participating in problem solving.’ Therefore, in selecting the composition and sanctions of related units, a new direction that is different from the 2015 revised curriculum must be approached. The core competencies of the 2015 revised and 2022 revised Korean language curriculum are the same, and the overall outline of the content system is similar. Therefore, in the process of textbook writing and learning design according to the 2022 revised curriculum, it is highly likely that the current textbook content will be used as basic data for future textbook writing. However, it needs to be adjusted based on the results and performance of learning implemented in actual educational settings. Above all, activities and learning activities that focus on reading/appreciating works should be designed to reflect changed achievement standards and foster community and interpersonal competencies required in today’s era.

Citation status

* References for papers published after 2022 are currently being built.