중학교「생활국어」문법 영역 교수·학습 방안 연구

Abstract

The course of study is changed by inner and outer factors. It may be indicated change of demand according to the times as the outer factor and change of the theory of curriculum or the method of teaching as inner factor. In the seventh middle school course of study, as the field of Korean language was divided into listening, speaking, reading, writing, the knowledge of Korean language, literature, customary unit of grammar was included among the unit of the knowledge of Korean language The name of grammar was changed into the knowledge of Korean language, and then the knowledge of Korean language was changed into the name of grammar again. In the field of Korean Education, it has been pointed out the contents of the subject, teachers' teaching method and learners' effective learning have got some problems with teaching grammar about the Korean language. In addition, some methods using investigation studying was proposed in order to improve the problems, but still, there are some restrictions to be applied to the whole fields of teaching grammar about the Korean language. To make it worse, there has been some research on how to teach or deliver grammar about the Korean language but not on what should be carried out on real classes, so most of the classes are teacher-centered only emphasizing the concepts as the most important things. Learners used to memorize grammar rules only for getting good grades and as a result they've started to lose interest in grammar about the Korean language and think Korean, as subject, is just a boring one. Therefore, this paper provides the analysis of one of the 7th curriculum textbooks for middle school students, the ‘Living Korean’ and effective teaching and learning method, which is expected to induce students' diverse activities in classes and result in improving their communicative competence. Furthermore, to make grammar about the Korean language more useful and meaningful to leaners, they should have the responsibility over their own learning, which can be referred as learner-centered learning. In addition a lot of methods have been applied to the teaching of ‘The Structure of Sentence’, such as, planning study in meaningful context, making sentenced with flash cards through cooperative work, filling-in blanks, writing short stories and so on. Those methods and studies suggested through this paper are expected to be given improved recognition and make Korean Language classes more interesting.