Exploring the the Skill-Related Performative Verbs of the 2022 Revised Middle School Curriculum Achievement Standards: Focusing on Tyler's Seven Types of Learning Experiences

Objectives This study aims to categorize skill-related performative verbs in the 2022 revised middle school curriculum based on Tyler’s seven types of learning experiences, and to explore educational strategies for effectively applying them in subject instruction. Methods To this end, the achievement standards and skill-related performative verbs of each subject were examined based on the subject-specific documents of the 13 required subjects (Korean, Ethics, English, Social Studies, History, Mathematics, Science, Technology, Home Economics, Information, Music, Art, and Physical Education) in the 2022 revised middle school curriculum. In addition, related literature and previous studies on skill-related performative verbs were analyzed to examine the roles these verbs play in setting educational objectives and evaluating learning outcomes. Furthermore, the study discussed the implications of skill-related performative verbs for improving curriculum design and teaching-learning methods. Results Firstly, the functional acquisition experience is the most frequent learning experience type in the 2022 revised middle school curriculum, with a total of 31 verbs. Secondly, the experience of developing thinking ability and the experience of acquiring function contain the most skill-related performative verbs in 6 subjects each. Thirdly, the experience of fostering knowledge and understanding contains 13 verbs, and the experience of fostering appreciation contains 14 verbs, which are the least frequent learning experience types in the 2022 revised middle school curriculum. Fourthly, the experience of developing interest does not contain any corresponding skill-related performative verbs in 4 subjects. Conclusions Firstly, it shows the possibility that skill-related performative verbs can be commonly used in various subjects, not limited to specific subjects. Secondly, the 2022 revised curriculum focuses on developing analytical thinking and practical performance skills rather than emotional experiences as learning goals. Thirdly, there is a common pattern of use in skill-related performative verbs by subject. Fourthly, skill-related performative verbs play an important role in various educational contexts, such as setting learning goals, designing teaching and learning processes, and establishing evaluation criteria within the curriculum.