중학교 1학년 영어 교과서의 2022 개정 영어과 교육과정 교과역량 반영 실태 연구

This study investigated how the six subject competencies of the 2022 Revised English Curriculum are integrated into Korean middle school English textbooks. An analytical framework was developed by conceptualizing the six competencies and identifying their sub-components. Using this framework, five Grade 7 English textbooks were analyzed in terms of unit structures, writing tasks, and project tasks. The findings revealed that ‘collaborative communication’ and ‘self-management’ competencies were most systematically and consistently embedded within general unit structures through structured learning processes, self/peer evaluations, and QR-code-based self-directed learning tools. Project sections structurally reflected ‘creative thinking’ competency by incorporating creative outputs and cross-curricular integration. Conversely, ‘knowledge and information processing’, ‘civic’, and ‘aesthetic-emotional sensitivity’ competencies were limited to specific sections; notably, the culture section remained focused on information comprehension rather than deep civic competency. However, writing and project tasks served as core elements to manifest the competencies underrepresented in unit structures. Writing tasks implemented various competencies based on content, including aesthetic-emotional sensitivity through arts appreciation and emotional expression. Project tasks proved to be the most comprehensive domain for integrating all six competencies, actively utilizing data exploration, multimedia, and cross-curricular fusion. Based on these results, this study suggests establishing concrete design standards for balanced competency implementation in future textbook development and emphasizes the need to substantially operate integrated project-based learning in actual classroom settings.

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