2022 개정 초등영어 교육과정의 변화 및 적용상의 쟁점 분석

Abstract

This study aimed to analyze major changes in the 2022 Revised Elementary English Curriculum, identify the challenges that in-service teachers might encounter in its implementation, and explore ways to address these challenges. To accomplish this, the curriculum document was examined for changes in its overall structure as well as for detailed changes in four major components to identify the main direction of the revision. Subsequently, to identify any implementation challenges, this study conducted a content analysis of opinion documents from in-service teachers collected during the curriculum development process, along with related research reports and journal articles. The major changes in the new curriculum can be broadly summarized as follows: 1) the notion of a competency-based curriculum was fully realized, with subject competencies explicitly presented, and a framework of learning contents and achievement standards aligned with them; 2) in order to strengthen basic literacy education, the achievement standards for grades 3-4 were adjusted upwards, and the continuity between grade groups was enhanced; 3) there was an emphasis on the use of various educational technologies and artificial intelligence in teaching and assessment, as well as individually tailored learning and assessment. In relation to these changes, three implementation issues emerged from the content analysis: difficulties with teaching and assessing competencies, particularly regarding strategies, attitudes, and values; interpreting and applying the revised achievement standards; and dealing with an increased level of written language in grades 3-4 and providing support for struggling learners.