고등학교 문화 교과서 속 문화의 취급 방식:제2외국어 베트남 문화 교과서를 중심으로 = A Study on the Ways of Capturing Cultures in High School Culture Textbooks: Focusing on the Vietnamese Culture Textbooks for Second Foreign Languages

국문 초록 (Abstract)

2015 개정 교육과정을 기반으로 운영되었던 한국의 중⋅고등 교육은 2024년을 기점으로 2022 개정 교육과정으로의 변화를 위해 점차적인 움직임을 보여주고 있다. 대학수학능력시험의 시행 이후 다년간 커다란 변동이 없던 고등학교 교육은 2025년을 기점으로 학생 자율적 학점 취득 방식으로 새로운 변화를 맞이하였다. 본고는 현재 활용되고 있는 2015 교육과정 제2외국어 교육의 내용 중 문화와 관련한 언급을 통해 학습자의 자기 주도적 학습 역량 강화를 목표로 급변하는 세계의 흐름, 다양한 민족과의 공존을 위해 문화를 활용하여 어떤 교육 방향을 제시했는지를 살펴보고 2022 개정 교육과정 제2외국어 교육의 내용 중 문화와 관련해 언급한 방향을 비교하여 살펴보도록 하겠다. 또한 2015 교육과정을 토대로 기존에 개발되었던 고등학교 베트남 문화 교과서의 구성이 어떻게 다뤄졌는지를 살펴보고 베트남 문화를 교육하기 위해서는 향후 2022 개정 교육과정을 토대로 개발될 고등학교 베트남 문화 교과서는 어떤 방향과 내용이 담겨야 하고 무엇이 필요할 것인지를 미루어 짐작하여 보고자 한다.

다국어 초록 (Multilingual Abstract)

Experiencing new foreign cultures and making efforts to comprehend foreigners' ways of living and symbol systems inspire interest in foreign language education. Learning a foreign language can be the first step in comprehending every aspect of a foreign culture. And among the many ways to learn about foreign languages and cultures, the use of textbooks as an educational instrument can establish standards for how students experience foreign countries. Since the current method of learning foreign cultures is frequently restricted to fragmented experiences through various media, textbooks are highlighted as an essential educational conduit. This also suggests that in-depth research and development efforts are necessary to produce high-quality textbooks.
The majority of learners first learn a second foreign language except for English during middle and high school courses and the learning amount and time in high schools are larger and longer than those in middle schools. Of course, this can depend on the characteristics of each school. The amount of time assigned to a second foreign language can be set at the principal’s discretion and specialized high schools such as foreign language high schools have longer learning time for a second foreign language. The curriculum of each school currently implemented in South Korea is based on the 2015 Revised Curriculum, which is expected to be gradually reorganized over time following the 2022 Revised Curriculum. Based on the recognition of the importance of developing textbooks as the most important learning medium for high school students to learn foreign cultures through regular curriculum, this paper looks back on what parts were mentioned and emphasized in the 2015 Curriculum in the process of developing culture-related textbooks and compares them with the actual contents of such textbooks. Furthermore, this paper examines the contents regarding second foreign language education in the 2022 Curriculum which will be gradually implemented. Through this, the paper aims to identify ways to utilize textbooks on foreign cultures more effectively and efficiently in high schools, which will soon adopt a credit system.