한국 초등 영어교육과정 25년사: 제6차에서 2022 개정 교육과정까지

Abstract

This study undertakes a comprehensive analysis of the elementary English curricula in Korea since the implementation of elementary English education in 1997. The research examines the transformations that have occurred in the curriculum’s 1) nature and objectives, 2) content system and achievement standards, and 3) teaching-learning methods and assessment aspects across six revisions. Employing a systematic literature review methodology, the study scrutinizes the six curricula to shed light on the changes that have transpired. Despite several revisions, the fundamental nature and objectives of elementary English education continue to emphasize the significance of early English education in cultivating students’ interest and confidence in learning English. Different configurations were found for the content system. The teaching-learning methods and assessment standards were simplified, and their objectives were changed from being organized by individual grades to being organized by grade groups. Consequently, achievement standards also tended to decrease quantitatively. This paper also discusses the implications of these curriculum changes for English education in Korea.