교육과정 변화에 따른 일본어 교과의 성취기준 분석 -개정된 Bloom의 교육목표분류학을 기준으로-

초록

This study This study compared and analyzed the achievement standards for high school Japanese language courses based on Bloom's revised educational target taxonomy before the full implementation of the 2022 revised curriculum. As a result of the analysis, the achievement standards of the high school Japanese I subject in the 2015 revised curriculum are organized around understanding and practical use of language knowledge and skills, and focus on cultivating basic language skills rather than higher-order thinking skills such as evaluation or creation. The 2022 revised curriculum clearly shows the tendency of learners to shift Japanese language learning away from the focus of simple knowledge acquisition and to actively think, express, and lead the learning process. The 2015 revised curriculum focused on understanding and practical use of basic language knowledge structures as conceptual and procedural knowledge was connected around understanding and application. On the other hand, the 2022 revision changed in the direction of strengthening learners' autonomy and strategic language use ability by combining metacognitive knowledge with the creation and application stages. Procedural knowledge is also included in the creation stage in the 2022 revision, showing that the language use procedure itself has been extended to creative expression activities. Through this study, it is expected that the achievement standards of high school Japanese subjects can be understood and clarified, and that teachers can efficiently guide learning content in the educational field and provide specific learning materials on the use of achievement standards.

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