2015 초등영어 3~4학년 교과서에 제시된 내용 언어 통합 활동 분석 연구

• 발행기관: 한국초등영어교육학회
• 저자명: 박희주(Park, Heeju) 임희정(Ihm, Heejeong)
• 간행물 정보: 『초등영어교육』제25권 3호, 123~148쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2019.09.30

영문 초록

The purpose of this study is to analyze the content-language integrated activities of the 3rd and 4th grade English textbooks based on the 2015 revised national curriculum, and to suggest directions for revision and supplementation. This study analyzed content-language integrated activities presented in 5 elementary school English textbooks in the following four aspects: 1) how subject contents are integrated, 2) how language skills are integrated, 3) what levels of learners’ thinking skills are required, 4) which types of group are needed for the target activities. The results of the analysis revealed that the most frequently integrated subject is art, and the level of subject contents generally matched the grade level of the learners. The results also showed that there are many activities that use a single language skill rather than integrated language skills. It was found that more than half of the activities were group or pair activities that could encourage interactions among the learners. The activities requiring the learners’ higher-order thinking skills account for 68.1% of the total number of integrated activities. Finally, this study confirms that there is a need for establishing a consistent framework to develop content-language integrated teaching materials. Additionally, we need to pay more attention to CLIL teacher training courses that are designed to develop teachers’ professional competence. Some implications and suggestions for future research for effective content-language integrated activities in textbooks were made.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 대상 및 연구 방법

Ⅳ. 결과 및 논의

Ⅴ. 결론 및 제언

참고문헌

키워드

내용-언어 통합 교육 초등영어 교과서 교재분석 content-language integrated learning elementary English textbooks textbook analysis