어휘 교육과정에 대한 이론적‧실제적 도전과 개발 방향

초록

This paper has examined the possibilities and limitations of vocabulary curriculum for improving disciplinary literacy, focusing on how they can be realized in the curriculum. Representative vocabulary items for improving disciplinary literacy can be seen as academic vocabulary and technical vocabulary. And suggesting a vocabulary list or vocabulary group by grade group or school (elementary/secondary/high school, etc.) is asked. For example, "Emotional vocabulary can be handled in the 3 grade", and "logical relation vocabulary in the 6 grade". In order to present educational content in this manner, more practical further discussions for concrete practice must follow. However, before further discussion, this aspect is somewhat controversial, and consensus itself is not easy. This is because various disagreements may exist. Therefore, a more full-fledged theoretical and practical discussion about it must be accomplished, forming a consensus about the necessity and exploring the possibility. The discussion in this paper can be evaluated as part of that.

키워드