한국과 일본의 중 · 고등학교 국어교과서의 비문학텍스트 연구

Abstract

This study aims to compare nonliterary passages in the native language textbooks for middle and high school students in Korea and Japan, and to examine the ratio of nonliterary texts, genres, and range of subjects to identify distinct sociocultural characteristics of each nation’s national language curriculum. Further, the study analyzes changes found in the different levels of education (i.e., the changes in the curriculum of middle school and high school) and the consequent differences that are apparent between the two countries. An examination of the nonfiction passages indicates that Korean textbooks show a higher concentration of biographies and explanatory passages that mainly focus on delivering information, and Japanese textbooks have a higher ratio of assertive passages that aim to persuade and educate students. Both countries showed a significant bias in the gender of authors and biographical figures. BR In particular, while biographies featuring in Korean textbooks accentuated the values of service, overcoming and loyalty, Japanese textbooks contained fewer in number and did not appear to promote particular values. The subjects of explanatory and assertive passages were divided into 5 general categories. The study showed that ‘social studies’ and ‘language’ were dominant in Korean middle and high school textbooks, but middle-school level passages focused significantly more on ‘science’ while high school passages were concentrated on ‘language’. Japanese middle and high school textbooks showed a higher concentration of ‘social studies’ and ‘art’, and the difference between school levels was most significant in the subject of ‘art’. The themes were further divided into 25 specific categories and the study showed that Korean middle school textbooks contained a great number of passages on ‘reading/debate’, ‘ethics/peace’ and ‘society/living’, while Korean high school textbooks showed a particularly high concentration of passages on ‘the value of the national language’ which is associated with ‘loyalty’ among within the subject of ‘language’. Meanwhile, Japanese middle and high school textbooks contained a great number of passages related to ‘literature’ and ‘culture’. To sum up the results of the study, it can be concluded that Korean textbooks prefer passages regarding practical living and values of ‘service, overcoming, loyalty and ethics’, and in comparison, Japanese textbooks highlight Japanese values through art, literature, and culture.