제 7차 중학교 국어과 교육과정운영에서의 반편견 교육 실태

Abstract

This research intends to analyze the anti-bias education in the 7th Korean Language education curriculum for middle schools, and middle school Korean Language teachers' understanding with this issue, and by studying the actual condition of the anti-bias education in the 7th middle school Korean Language education, present fundamental data for planning and application of the 7th education curriculum. To do this, the following subjects of study have been chosen. First, how are constents of the anti-bias education in the 7th middle school education curriculum? Second, how is understanding of middle school Korean Language teachers about the anti-bias education? Third, how are conditions of the anti-bias teaching methods, teaching materials and data for middle school Korean Language teachers? Objects of this research are units related to the anti-bias education in the 7th middle school Korean Language education curriculum, and 211 middle school Korean Language teachers working in Gwangju Metropolitan City. Units related to the anti-bias education in the 7th middle school Korean Language education curriculum have been studied by analyzing middle school Korean Language teachers' guide. Frequency and percentage from the collected data using SPSS program that show understanding and condition of middle school Korean Language teachers about the anti-bias education have been studied as well. The results from the analysis based on the above study are like the following. First, after analyzing contents of the anti-bias education in Korean Language teaching materials of the 7th middle school education, 20 units have been selected as the anti-bias education related contents, and 'ability' has the most frequency of all the grades. Second, the analysis of understanding of the teachers about the anti-bias education shows that although they agreed with the education, they answered "normal" for the question asking their understanding, which means they are not familiar with the education. For the question asking the reason of asserting the necessity, they emphasized the constitution of identity, and for the questions about educational goal such as 'recognition as a independent and self-controlled being,' 'recognition of one's identity,' recognition of big communities,' 'recognition of difference and similarity,' 'ability to understand others' opinions,' 'ability to see the whole and parts,' 'critical ability,' and 'ability to express one's mind and emotionthey answered 'important in general.' However, they answered 'so-so' for 'ability to classify,' and 'very important' for 'ability to plan and organize action.' For the importance of 'ability,' 'belief,' 'class,' 'culture,' 'family,' 'gender,' 'race,' they answered 'generally agreed,' and for 'age,' and 'look', they mostly answered 'so-so.' Third, for teaching methods of the anti-bias education, they use 'studying altogether' the most, and 'schoolbooks' for teaching materials and data. Consequently, the teachers have decent theoretical knowledge about the anti-bias education, however, they only understand the necessity, so definite education courses for the anti-bias education and practical application have not been established yet. Therefore, through definite and various approaches to the anti-bias education, to harmonize theory and practice, and to train teachers, specialists and related organizations including scholarship councils should provide support actively and constructively.