2022 교육과정 영어과 최소한의 성취기준 개발 방향 모색

The purpose of this study was to seek a desirable direction for developing the minimum achievement standards for the 2022 English curriculum. To this end, the minimum standards of achievement for the English of the 2015 curriculum were analyzed, and Korean language, social studies, mathematics, and science were also analyzed. The following six desirable directions and points of focus for developing minimum standards of achievement were derived through literature research and 4 times of focus group discussions with elementary, middle, and high school English teachers. First, compare and analyze the previous curriculum and select key elements considering the core ideas of the 2022 curriculum. Second, select elements that embody the essence of teaching and learning aimed at by the achievement standards. Third, present them by school level and intergrated by area, but interpret the hierarchy flexibly. Fourth, state clearly and specifically. Fifth, describe them to include a single thought process. Sixth, use the content of the 'low' evaluation standard as the basis, but the content of 'medium' and 'high' shall be used considering the importance and difficulty of the content. This study is significant in that it sought a direction to present standards for students in need of learning support at each school in preparation for 2025, when the 2022 English curriculum will be introduced.