국어과 교육과정을 위한 빅 아이디어 탐색 - 교육 현장의 요구에 대한 언어 네트워크 분석을 바탕으로 -

Abstract

This study explored big ideas for the Korean language curriculum. To this end, expert opinions on big ideas in Korean language subjects were collected and the semantic relationships of major keywords were examined through semantic network analysis. In particular, the opinions of other subject teachers working in field schools were investigated and analyzed. They will be able to objectively convey the demands and expectations of learners and parents on Korean language education without being bound by what has traditionally been emphasized from the perspective of Korean language education insiders. Analysis of the keywords of big ideas in the Korean language revealed the term “language” appeared most often, followed by “human,” “understanding,” “diversity,” “communication,” “expression,” “others,” “self,” and “society” in order of frequency. Analysis of the semantic network revealed the keywords “language,” “understanding,” “human,” “diversity,” “communication,” “expression” had high degree centrality as well as eigenvector centrality and betweenness centrality. They were located at the center of the network and exerted a strong influence within the network. As a result of CONCOR analysis, 78 keywords were categorized into eight clusters. Each cluster formed the following semantic structure: “Importance of language in human life,” “Necessity of learning various communication methods and skills,” “Connecting with others and the world through communication,” “Resolving conflicts through empathic communication,” “Social and cultural influence on text,” “The value of enjoying literature,” “Problem solving through communication,” “Cultivating thinking through language and creating knowledge.”