The Journal of The Korean Association of Geographic and Environmental Education ISSN:1226-511X(Print) 2586-5641(Online) 한국지리환경교육학회지

This study aims to analyze the characteristics and problems in the composition of Korean geography textbook units, focusing on the segmentation of achievement standards and didactic transposition, based on the content system and achievement standards of the 2015 revised high school Korean geography curriculum. The key findings are as follows: First, the unit organization in the three types of authorized Korean geography textbooks is structured into chapters (large units), with learning and activities centered around smaller unit topics. Each unit’s text comprises core content and supplementary material with various functions. Second, a more active didactic transposition was observed in the smaller units, where learning topics and inquiry activities were designed based on achievement standards and learning elements. These were organized in various forms and content by the textbooks. However, a problem emerged as the text within each small unit and learning topic was often fragmented into individual geographic facts or concepts. Finally, in the process of transposing achievement standards into learning objectives and inquiry activities for small and medium units, distortions occurred, with content elements and behavioral verbs being presented inconsistently. Additionally, there was an issue with the repetition of the same or similar learning objectives within the same chapter.