2007 개정 교육과정에 의거한 중학교 국어교과서의 장애관련내용 분석

Abstract

People with disabilities should be ensured with human rights in satisfactory manner whereby their dignity is acknowledged and in order for them to participate in society, there definitely needs to be an understanding of disabilities among able-bodied people. Efforts to reduce discrimination against the disabled are being achieved through the educational system and curriculum instruction. Thus, many studies have been conducted analyzing disability-related contents in textbooks. In this study, disability-related contents in the junior high school qualification exam Korean language textbooks in accordance with the 2007 Revised National Curriculum were analyzed and the differences according to the grade level and publisher were examined. In this study, Korean textbooks published by 12 publishers which published Korean language textbooks for all grade levels (Grade 1, 2, 3) in junior high school were the subject to analysis. Currently, the junior high school Korean language textbook is composed of 'Korean Language' and 'Korean Language for Daily Life' and as each are published in the first and second semester, the analyzed Korean language textbooks with 12 textbooks per publisher, and a total of 144 textbooks (Korean language 72 textbooks, Korean language for daily life 72 textbooks) were selected as the subject for analysis. In addition, differences according to publisher, differences according to grade level, and disability-related contents in junior high school Korean language textbooks using an analysis table including 7 analysis criteria targeting the selected 144 Korean language textbooks were analyzed. This study analyzed how disability-related contents are included in the reorganized Korean language textbooks in accordance with the 2007 Revised National Curriculum and the presented conclusions based on the study results on text type, learning style, disability type, disability cause, disability-related topics, proportion of disabilities, and disability awareness are as follows: First, in terms of text type, the proportion of literary texts is high although literary and non-literary texts are included in various ways. Moreover, among literary works, novels still have the highest proportion, but in the 7th revised curriculum, in addition to novels, essays, and plays, disability-related contents are dealt with in the area of poetry which were never seen before and disability-related contents can be seen in various kinds of writings such as comics, ads, rhetorical writings, and articles. Second, in terms of learning style, learning content presentation appeared to be the highest. However, unlike elementary schools, there was no appearance of a learning style on experiential learning. Third, the results of analyzing disability-related contents disability type, physical disabilities took up the largest proportion. Meanwhile, disability-types were proposed according to the diversity of Korean language learning contents. Fourth, with regard to the causes of disabilities, acquired causes showed a higher proportion than congenital causes. Moreover, in cases where the cause of disability is unknown, the proportion was higher than the proportion that combined acquired and congenital causes. Fifth, as a result of analyzing disability-related topics, contents on disability-related figures accounted for the largest proportion. For text types, literary works took up a high proportion, so contents on disability-related figures in novels and essays were proposed. However, experiential activities did not appear in the junior high school Korean language curriculum. Sixth, as a result of analyzing disability-related contents, the viewing of people with disabilities as central figures accounted for the highest proportion. This is due to the fact that the disability-related figure is actually the person with the disability or the actual figure related to this person is included in the textbook. Seventh, as a result of analyzing the awareness of disability-related contents appearing in junior high school Korean language textbooks, positive people accounted for the highest percentage. This can be analyzed as an attempt to present the contents of the 7th Revised Curriculum with many positive images of disabled people who participate in various activities as members of the community rather than the negative images of disabled people. As a result of analyzing the differences in disability-related contents by grade level, there were the following similarities: First, as a result of analyzing differences in text type, novels accounted for the largest proportion in grades 1, 2, and 3. Second, in the ratio of learning styles between grade levels, grade 1 had the highest ratio according to the ratio of the number of works by grade level, and appeared in grades 1, 2, and 3 in the order of content presentation, illustration presentation, appreciative learning, and discussion learning. Third, in each grade level with regard to disability types, physical disability had the highest proportion. Fourth, as a result of analyzing disability causes, no knowledge of disability causes for all grade levels accounted for the highest proportion and as characteristic of textbooks, the text contents which partially presents learning contents can be analyzed as a case of not clearly knowing the causes of disabilities. Fifth, as for disability-related topics, disability-related figures accounted for the largest proportion in all grade levels. Sixth, as a result of analyzing differences in the disabled proportion, the disabled proportion as the center had a high ratio in all grade levels. Seventh, differences in disability awareness varied. As with differences in disability causes, even if they are similar topics, differences in disability awareness can vary or overlap according to how far text contents have been presented. As a result of analyzing the differences in disability-related contents by grade level, there were the following differences: First, the text type differences analysis showed that the number of works were in the order of grade 1, 2, and 3, and with the exclusion of novels, plays had the highest ratio in the grade 1, and essays had the highest ratio in grade 2, plays after novels and essays accounted for the highest ratio in the area of essays and others. In addition, poems did not appear at all in grade 1, rhetorical writing did not appear at all in grade 2, and descriptive writing did not appear at all in grade 3. Second, although the results of analyzing learning styles between grade levels showed almost no differences in ratio between grade levels, in the case of grade 2, the learning styles of letter writing and debates on the pros and cons were presented. Third, with regard to disability types, the disability type ratio which comes after physical disability varies for each grade level; grade 1-autism, grade 2-communicative disorders, grade 3-visually impairment. In other grade levels, among disability types which do not appear at all are emotional/behavioral disorders and learning disabilities health disorders, developmental delays in grade 2, differences were shown from the fact that mental retardation disability type appeared in grade 3. Fourth, the results of analyzing disability causes showed that all grade levels had a high ratio of unknown causes of disabilities, but grade 1 presented the most number of works which is not proportional to the number of works by grade level. The highest number of compilation works in grade 2 showed the highest ratio in grade 3. Fifth, as for disability-related topics, disability-related figures which accounted for the largest proportion showed the highest ration in grade 2. Sixth, the disabled proportion which is central accounts for a high ratio and this indeed appears as a high ratio in grade 2. Seventh, disability awareness positive people appeared as a high ratio in grades 1 and 2, in grade 3, compassion and charity appeared as a high ratio. The results of analyzing disability-related contents by publisher showed the following similarities: First, as a result of analyzing text type differences in disability-related contents, novels had the highest ratio for the most part. Second, the results of analyzing differences in learning styles showed that all 12 publishers in terms of learning styles had the highest learning presentation proportion and did not present the experiential learning style at all. Third, with regard to disability types, excluding 2 publishers, Geumseong Publishers (Yoon Hee-won, et al.) and Cheonjae Education (Noh Mi-suk, et al.), physical disabilities took up the highest ratio in the other 10 publishers. In addition, various disability types which could not be seen in the national research for language textbooks were evenly presented and not biased to particular publishers. Fourth, the ratio of cases where disability causes were not clearly known in all publishers took up a high ratio. Fifth, in terms of disability-related topic, disability-related figures took up the highest proportion, so there were no great differences between publishers. Sixth, the results of analyzing the disabled proportion differences showed that the proportion of central figures was huge. Seventh, as a result of analyzing differences in disability awareness of disability-related contents according to publisher, a variety of disability types appeared which is a point of similarity rather than biased to one type of disability awareness. The results of analyzing differences in disability-related contents by publisher showed the following differences: First, the results of differences in disability-related content text types showed that the ratio of plays was the highest in Geumseong Publishers (Yoon Hee-won, et al.), essay ratio was the highest in Daegyo Publishers (Park Gyeong-shin, et al.) and Bisang Publishers (Jo Dong-gil et al.), in the case of Cheonjae Education (Noh Mi-suk, et al.), non-literary and other areas took up the highest proportion which shows that the same does not apply to all publishers. Second, the results of analyzing learning styles showed that all 12 publishers in terms of learning styles did not present contents along with illustrations, thus, the proportion of learning styles varied according to each publisher unlike the analysis on differences in learning styles according to grade level. Third, Geumseong Publishers (Yoon Hee-won, et al.) in terms of Autism and Cheonjae Education (Noh Mi-sukk et al.) from the aspect of mentioning disability terminology had a high other ratio. Fourth, the ratio in which the causes of disabilities were not clearly known in all of the publishers took up the highest ratio, so there were no considerable differences by publisher; however, in cases distinctions can be made just with acquired and congenital causes, different ratios were seen in each textbook. Fifth, in terms of disability-related topics, when excluding disability-related figures and descriptions of disabled people, related contents (assistive equipment & amenities, disability experience activities, individual diversity and respect for human rights) were not presented in all of the publishers. Sixth, the results of analyzing the disabled proportion showed a high proportion of central figures by publisher, but Didimdol Publishers (Kim Jong-chul, et al.); surrounding figures had a higher proportion in terms of topic selection which is different from other publishers. Seventh, the results of analyzing disability awareness for disability-related contents showed that in 7 out of 12 publishers, the proportion of positive people was high, in 3 publishers the disability awareness ratio for compassion and charity was higher than positive people and the other 2 publishers in the sense that they had a high ratio for compassion and charity each had different disability awareness.