Abstract
Objectives The purpose of this study is to analyze how the metacognition is reflected in the elementary school Korean language textbooks based on the revised 2015 curriculum.
 Methods Through literature review, the metacognition was divided into knowledge (declarative, procedural, conditional knowledge) and regulation (planning, monitoring, evaluation), and an analysis framework was established. The subject of analysis is 11 reading-related chapters in the 6th grade 1st and 2nd semester Korean language textbooks.
 Results After dividing the 11 chapters into general chapters and reading chapters, and analyzing them according to the framework, it was found that the general chapters were biased towards specific functional knowledge rather than regulating the metacognition. Moreover, only one reading chapter in the 1st semester of the 6th grade reflected monitoring of the metacognitive regulation in the textbook. In addition, there was a lack of linkage between the educational content of the metacognition by grade and chapter.
 Conclusions Based on these results, recommendations for future elementary school Korean language textbooks are as follows: Firstly, metacognitive knowledge and regulation, and their sub-elements should be presented in a balanced manner, and knowledge about the metacognition itself should be provided. Secondly, monitoring and regulation should be richly and repeatedly covered in various reading chapters. Thirdly, there is a need to establish linkage and systematization of educational content on the metacognition by grade and chapter.
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