As the basic study for developing the evaluation models for Korean textbooks this study aims at seeking the plans for developing the evaluative criteria for the textbook and systematically exploring the evaluative methods for it. The textbook occupies a very important position in education, and has played an important role especially in the practical phase of education. To the extent that it is important, continuous criticisms have been made against it, but the evaluative research for it in an objective and strict sense has scarcely been made. Thus, the research can be not only helpful to the systematic implementation of the evaluation, but can be significantly suggestive in selecting and developing a textbook of good quality, further, in understanding it.
Prior to presenting the evaluative plans for the textbook I have analyzed how Korea and America evaluate the textbooks in their own languages focusing on the process of approving and selecting them. The following problems are raised: the evaluative criteria for the textbook not playing a proper role as evaluative standards because of their ambiguity and abstractness in both of the countries, the evaluation centering on result rather than on process, and superficial and formal evaluation centered on editing and design rather than on qualitative depth for the contents of a textbook.
To improve such problems, this study proposed seven standard principles in developing the evaluative criteria of Korean textbook and three methods of developing the criteria. The criteria should be developed according to the principles of particularity, concreteness, practicality, publicity, democraticality, totality and discriminativeness. After developed they should be checked according to the principles. The methods of developing the criteria include logical exploration, inductive construction and demand investigation, but the combination of the three methods can lead to developing ideal evaluative criteria.
It was seen that one can use a proper method of evaluating Korean textbook according to the purpose, subject, period and objects of evaluation. Since existing evaluation has been made focusing on quantity without considering evaluative situation, I proposed that one should use various methods such as quantitative and qualitative evaluations, process and result evaluations, and experimental and observational evaluations in accordance with the situation in the future.