고등학교 교과서에 나타난 일본 문화 연구

Abstract

The first time that the Japanese language was included in the national curriculum was in 1973, when the second curriculum started. But the teaching of the language really started in the third national curriculum. The language teaching from the third national curriculum till the sixth had been focused on memorization. Therefore, it was found that there were plenty of difficulties in communicating in the language in real situation. As a result, the seventh national curriculum additionally put receptive functions of the language and culture elements in activity sections for the purpose of communication improvement, instead of memorization. So, the 2007 revised national curriculum included detailed culture contents by adding behavioral sections, emphasizing the significance of culture education. Accordingly, the 2009 revised national curriculum added and stressed understanding of nonverbal behavioral culture. Based on this principle, it presented contents of culture education so that culture-related expressions can be applied in real communication environment. The textbooks published on the basis of this curriculum may be said to distinctly show culture education intended by the national curriculum. In reality, it turned out that the degree of schools' dependence upon textbooks for culture education was considerably high. This fact led to the conclusion that easier culture education will be done more easily through more various culture aids if the sixth government authorized Japanese textbooks are analyzed and basic teaching aids for culture education are subsequently produced. This thesis is aimed at researching how large amount of diversity and popularity of culture elements highschool Japanese textbooks of the 2009 revised national curriculum contain by drawing up and analyzing standard culture-categorizing tables based on vidual aids and culture-related contents and vocabulary in the books. The main objective of this thesis is to bring forward a reasonable method of strengthening the efficiency of language learning by preparing effective teaching materials for Japanese cultures and conducting language instructions related to those materials so that teachers can satisfy language learners.