한국어교육학 연구의 현황과 분석 - 학술지 게재 논문을 중심으로 -

김용현 한국언어문화교육학회 2011 언어와 문화 Vol.7 No.2

The purpose of this article is the published paper of journal to analyze the subtopic of Korean Language Education and Korean Education Research trends by 2010 to achieve suggestions. To this end, at beginning, the related journals from Korean Language Education have been collected and selected, and then a data base has been built. As a result, Korean Language Textbook, Korean teaching and learning, Korean Culture Education, History of Korean Language Education, and other related areas were most actively researched in the field of Korean Education; however, phonemics, orthography, lexicology, syntax, pragmatics and linguistic areas were insufficient. In the area of the pedagogical content, the researches of Korean language and cultural education, syntax education, and lexicology education have been actively achieved. Especially, many institutions have published many Korean textbooks for academic purposes; however, the principles of design for producing textbooks of paper was wholly lacking and researches for ‘teaching practice’ and ‘Korean education majors’ were analyzed as rare.

한국어 문화 교육 내용 양상 연구 : 문학 텍스트에 대한 양적 분석을 중심으로

신호철 淸州大學校 學術硏究所 2024 淸大學術論集 Vol.41 No.-

The purpose of this study is to examine the aspects of Korean culture education using literary texts by selecting 173 literary texts included in 71 Korean language textbooks published by major Korean language education institutions in Korea and conducting quantitative analysis. First of all, as a result of analyzing 173 literary texts by writer, all writers with the highest frequency were contemporary writers, and especially poets were all the writers with the highest frequency. Through this, it was possible to obtain implications that Korean learners could more easily access the verse text of short texts than the prose text of long texts. Additionally, I analyzed literary texts by categorizing them. Classified according to the four main categories of literary text, classic prose, contemporary prose, and contemporary verse, they were classified in great detail. As a result of the data analysis, it was confirmed that the majority of classic prose texts translated and adapted into modern Korean were included in Korean textbooks. This is due to the fact that the classic texts present the appearance of Korean traditional culture well. Additionally, it can be discovered that the fact that the majority of classical texts are contained in Korean language and culture education indicates that literary texts can be fully utilized as content materials for cultural education. Finally, I organized and analyzed Korean language textbooks containing literary texts by series. There have been various discussions about the timing of Korean language culture education. In other words, the view that culture education should be conducted from beginner learners to advanced learners was at odds, but there was little clear evidence to support each point of view. However, the quantitative analysis of literary texts contained in Korean language textbooks and used in Korean culture education showed that it was possible to grasp the perspectives of Korean language education institutions at each university that wanted to provide Korean culture education for intermediate (fourth) and advanced (five) learners, especially fifth-class learners.

국악교육 연구현황 분석-연구주제를 중심으로-

이형환,박소현 한국국악교육연구학회 2012 국악교육연구 Vol.6 No.1

This study analyzed the research status on the studies of Korean music education Korean Music Education Society, The Society of Study for Korean Music Education, and The Master’s Theses of Korean Music Education written by years, academic abilities, and contents from 1970 through the first half-year of 2011. The followings are the results of this study. Until 2011, 196 papers from Korean Music Education Society, 65 papers from The Society of Study for Korean Music Education, 233 papers from The Master’s theses of Korean Music Education were published. Since the beginning of 2000s, this research quantitatively focused on the Korean music education in Korean elementary schools. By contents, these studies mainly featured concerns about teaching methods, status of activation, and analysis of Korean music textbooks. In the 1970s to 1980s especially, the initial studies of Korean music education were usually conducted regarding to the change of social attitudes and educational interest. From the 1990s to 2000s, the studies of Korean music education rapidly grew quantitatively as did the variety of the research contents. In other words, the investigation of these studies expanded the approaches connected with various fields and teaching methods in order to develop and improve Korean music education reflecting social interests. Also, new studies emerged comparing music curricula and music textbooks, or in order words, the analyses of the contents of Korean music education. It is inspiritingly that since 2010 the studies have incorporated more social issues, more Korean musical approaches for multicultural family as well as after school classes along with the development of Korean music appreciating class materials. Furthermore, this paper expects that the following studies of Korean music education need to more effectively develop the approaches to appreciating Korean music. 1970년대부터 2011년 전반기까지 이루어진 국악교육 관련 연구를 한국국악교육학회, 한국국악교육연구학회, 석사학위 논문을 중심으로 연대별, 교육편제별, 주제별 연구 현황점검과 분석을 통해 도출된 국악교육 연구 현황을 살펴보면 다음과 같다. 한국국악교육학회는 2011년 현재까지 196편, 한국국악교육연구학회는 65편, 석사학위 논문 233편의 연구 성과를 보이고 있다. 연대별로는 2000년대에 연구 성과의 양적인 측면에서 가장 활발한 연구가 진행되었다. 교육편제별로는 초등학교 관련 연구가 가장 많고 주제별로는 지도방안 연구, 교육실태 및 활성화, 음악교과서 분석 연구가 활발히 연구된 것으로 나타났다. 1970~80년대는 국악교육 연구 초창기로 국악교육의 중요성에 관한 사회적 인식 변화와 교육적 관심이 변화하려는 징후가 나타나고 있는 것이 이 시기 연구경향의 특징이라 하겠다. 1990년대와 2000년대는 국악교육 연구가 급격한 양적 확대뿐만 아니라 다양한 영역에서의 연구 경향이 출현하는 시기이다. 즉 다양한 분야와 형태를 접목시킨 국악교육 지도방안 연구와 경향을 보이고 있고, 국악교육 실태 및 활성화, 개선방안에 대한 연구가 활발히 진행되어 사회적 관심을 반영하려는 연구 흐름들이 출현하고 있다. 또한 교육과정 비교와 음악교과서 비교 분석, 국악교육 내용 분석 등 다양한 연구 경향을 보이고 있다는 점이 특징이라 하겠다. 2010년 이후 연구는 사회적으로 이슈화되고 있는 다문화가정을 위한 국악교육, 특기적성 교육, 감상워크북 개발과 같은 새로운 연구들도 나타나는 것이 특징이라 하겠다. 다만 국악교육 연구 분야 중 효과적인 국악교육을 실현할 수 있는 국악감상 영역에 대한 연구가 미흡한 점이 향후 국악교육 연구의 새로운 연구 영역 분야라고 사료된다.

外國人을 위한 韓國語 敎育에 있어서의 漢字 敎育

윤재민 한국한문교육학회 2012 한문교육논집 Vol.38 No.-

With Korean economic growth, Korean language education is gradually attracted by the world. Now, the necessity of Chinese characters education in Korean language education becomes a problem at hand for not only Korean people but also Korean language education for foreigners It seems that. among many difficulties foreigners feel and face in learning Korean, the most difficulty problem would be a problem of vocabulary, that is, a problem related to Chinese characters and Sino-Korean words. For example, if a foreign can read Korean but can't read Chinese characters, he/she could not understand Korean sentences in which Korean and Chinese characters are mixed. Even if a foreign knows Chinese characters, if he/she reads Chinese characters in Chinese or Japanese pronunciation, it couldn't be said he/she properly reads Korean. Also, in case there are words composed of the same Chinese characters, if a foreigner differently understands the meaning of the words, it also couldn't be said that he/she properly understands Korean. Needless to say, it is easily expected that a foreigner belonging to cultural circle of Chinese characters can learn Chinese characters used in Korea more easily. Because there are many Chinese characters vocabularies together shared within the same cultural circle of Chinese characters. In view of this point, it would be necessary that teaching Chinese characters in Korean language education should be divided into two to some extent - 1) an education for foreigners belonging to cultural circle of Chinese characters and 2) an education for foreigners not belonging to cultural circle of Chinese characters. But, in respect of teaching foreigners Chinese characters in Korean language education, top priority should be given to Chinese characters education for foreigners not belonging to cultural circle of Chinese characters. Because, after this basic education is given, it is possible to take deep consideration of Chinese characters education for foreigners not belonging to cultural circle of Chinese characters, compared with the basic education. In this case, Chinese characters education for Korean could be utilized as a good exemplary example. Because, even in case of Koreans, there are so many Koreans who do not know Chinese characters vocabularies as well as Chinese characters in the same degree as the foreigners and the foreigners not belonging to cultural circle of Chinese characters. With regard to Korean words used as native language though they originated from Chinese characters, it would be no problem if we do not know the Chinese characters of such words. However, vocabularies that compose most of Korean words are Sino-Korean words that couldn't be easily understood unless we don't know Chinese characters. Of course, even if we know the meaning and pronunciation of Chinese characters, that does not mean we can automatically understand all words. This applies still more in words indicating abstract concepts, especially academic words. This is the very reason that an education in Chinese characters should be given for both Korean and foreigners. Similarly with Chinese characters education for Koreans, it is more required to give Chinese characters education in Korean language education for foreigners for the purpose of not only ordinary Korean words but teaching them Korean high-ranking culture and academic language. 한국의 경제적 성장과 함께 한국어 교육 또한 갈수록 세계의 관심을 끌고 있다. 한국어 교육에서 漢字 敎育의 필요성은 이제 한국인을 위해서만이 아니라 외국인을 위한 한국어 교육에서도 절실한 문제가 되고 있다. 한국어를 배우는 외국인이 느끼는 어려움이 여러 가지가 있겠지만 그 가운데서도 어휘의 문제 하면 바로 漢字, 漢字語 문제가 아닐까 한다. 가령, 한글로 표기된 한국어만을 읽을 줄 알고 한자를 읽을 줄 모르는 외국인이라면 한글과 漢字가 混用된 한국어 문장은 이해할 수 없을 것이다. 漢字를 아는 외국인이라도 그 漢字를 중국어나 일본어 발음으로 읽는다면 한국어를 제대로 읽는다고 하기 곤란할 것이다. 또한 똑같이 漢字로 이루어진 단어라 하더라도 그 단어가 가지는 의미를 다르게 이해한다면 이 또한 한국어를 제대로 이해했다고 하기 어렵다. 물론 漢字文化圈에 속하는 외국인이 아무래도 한국의 漢字語들을 보다 쉽게 익힐 것임은 예상하기 어렵지 않다. 같은 한자문화권으로서 서로 같이 공유하는 漢字 語彙들이 적지 않기 때문이다. 이 점에서 한국어 교육에서의 漢字 敎育 문제는 한자문화권에 속하는 외국인을 위한 것과 한자문화권에 속하지 않는 외국인을 위한 것이 일정하게 구별되어야 할 것이다. 그러나 외국인을 위한 한국어 교육에서의 漢字 敎育 하면 한자문화권에 속하지 않는 외국인을 위한 漢字 敎育을 최우선적으로 고려해야 할 것이다. 바로 이 基礎가 먼저 확립된 다음에 한자문화권에 속하는 외국인을 위한 漢字 敎育도 이 기초와의 비교 아래 보다 면밀한 고려가 이루어질 수 있을 것이기 때문이다. 한국인을 위한 漢字 敎育이 이 때 좋은 귀감으로 활용될 수도 있을 것이다. 漢字는 말할 것도 없고 한국어의 漢字 語彙 중에는 한국인이라고 해도 한자문화권에 속하지 않는 외국인 및 한자문화권에 속하는 외국인과 다를 바 없는 경우가 적지 않기 때문이다. 한국어 중에서 漢字語에서 유래하였지만 固有語로 쓰이는 단어들은 굳이 漢字를 몰라도 괜찮을 것이다. 그러나 한국어의 대다수를 차지하는 어휘는 漢字를 앎으로써 보다 쉽게 이해할 수 있는 漢字語들이다. 물론 漢字의 음과 뜻을 안다고 해서 모든 단어가 저절로 이해되는 것만은 아니다. 추상적인 개념을 나타내는 용어, 특히 학문 용어의 경우는 더욱 그렇다. 한국인을 위해서든 외국인을 위해서든 漢字 敎育이 필요한 이유가 여기에 있다. 한국인을 위한 漢字 敎育과 마찬가지로 외국인을 위한 한국어 교육에서 漢字 敎育이 단순한 한국의 일상어 교육을 위해서보다는 한국의 수준 높은 문화 및 학문 전공 언어 교육을 위해서 더욱 필요한 이유 또한 여기에 있다.

코로나19 대응 사례를 통해 살펴본 재미한글학교의 역량과 의의

김태진 재외한인학회 2022 在外韓人硏究 Vol.56 No.-

Korean education in the Americas has been in line with the history of Korean immigration for 115 years, and the Korean School, a representative identity education institution, is the world's largest scale and has established itself as a cradle of next-generation root education. However, in March 2020, due to the COVID-19 pandemic, schools were ordered to close in the Americas, facing a crisis of having to stop education. In this paper, we looked at the capabilities, educational effects, and significance of Korean schools in times of crisis, paying attention to cases of responding to COVID-19, such as switching to non-face-to-face classes, conducting online class training, and sharing teaching methods and materials. As a research method, various data were collected through interviews with the principal, teachers, and parents of the Korean Schools, and chairmen of Association of Korean Schools, as well as through the website of Korean Schools and Association and Korean media articles. First, the history and value of Korean-American education, and the current status of Korean School and were examined. Specific examples largely shed light on the passion and efforts for root education and functions of next-generation American educational institutions, such as preparation and process for online education, content and implementation, centering on Association and Korean school. Finally, the capabilities and educational effects of next-generation educational institutions for overseas Koreans who achieved uninterrupted education and developmental changes in the era of crisis were identified. Through this, the significance of strengthening the status as an educational institution, realizing the educational values of cooperation and symbiosis, and conducting future-oriented education leading the times, and proposing to strengthen the capacity as a professional educational institution. 미주 지역의 한인 교육은 한인 이민 역사와 궤를 같이하며 115년을 이어오고 있고 대표적정체성 교육기관인 한글학교는 세계 최대 규모를 자랑하며 차세대 뿌리교육의 요람으로 자리잡았다. 그러나 2020년 3월 코로나19 대유행으로 미주 지역에 휴교령이 내리면서 대면 교육을 중단해야 하는 위기를 맞았다. 본고에서는 한글학교가 비대면 수업으로 전환하며 온라인 수업 연수 실시, 교수 방법과 자료를 공유하는 등 코로나19에 대응한 사례에 주목하면서위기의 시대 한글학교의 역량과 교육 효과 및 의의를 살펴보았다. 연구 방법으로는 한글학교장, 교사, 학부모와 협의회장과의 인터뷰 및 한글학교와 협의회 홈페이지, 한인 언론 기사등을 통해 다양한 자료를 수집하였다. 먼저 재미한인 교육의 역사와 가치, 한글학교와 협의회의 현황을 살펴보았다. 구체 사례는 크게 협의회와 한글학교를 중심으로 온라인 교육을위한 준비와 과정, 교육 내용과 실시 등 미주 차세대 교육기관의 기능 및 뿌리교육에 대한열정과 노력을 조명하였다. 마지막으로 위기의 시대 중단 없는 교육과 발전적 변화를 이루어 낸 재외동포 차세대교육 기관의 역량과 교육 효과를 파악하였다. 이를 통해 한글학교의교육기관으로서의 위상 강화, 협력과 공생의 교육 가치 실현, 시대를 선도하는 미래지향적교육 실시라는 의의를 도출하고 전문 교육기관으로서의 역량 강화를 위한 제언을 하였다.

21세기 한국에서의 국어교육

이남호 ( Nam Ho Lee ) 고려대학교 한국어문교육연구소 2011 한국어문교육 Vol.10 No.-

오늘날 한국에서 국어교육이 처한 환경은 급격하게 변하고 있는 갓처럼 보인다. 사회 환경도 급변하고 있지만, 국어교육과정이나 국어교과서도 비교육적이리만치 자주 바뀌고 있다. 이런 상황에서는 특히 국어교육의 이념에 대한 반성적 검토가 요구된다. 국어교육이 무엇인지, 또 국어교육을 왜 해야 하는 것인지를 살펴보기 위해서, 본고는 지금까지의 국어교육이 무엇이었는지 그리고 국어교육을 왜 해 왔는지를 먼저 살펴보았다. 20세기 전반기까지의 국어교육은 근대 민족국가의 형성과 관련하여 중요 하게 인식되었다. 즉 국어가 국민들을 계몽시키는 가장 기본적인 수단, 서구의 근대문물을 받아들이는 기본적인 도구로서 중요한 위상을 차지하였고, 국어교육은 민족의식을 고취하고 애국심을 기르기 위한 만족운동의 주요한 일부로 안식되었다. 1945년 광복 이후 지금까지 교육과정은 9차례에 걸쳐 개정되었다. 국어교육이 민족의 삶과 번영에서 기시적인 의미와 가치를 지닌다고 본다는 점에서 3차까지의 교육과정은 20세기 전반의 국어교육 의 이념을 크게 벗어나지 않는다. 하지만 4차교육과정부터는 국아과의 특성이 보다 구체화되고 영 역 구분이 강화되며, 국어교육의 민족 (문화)적 가치가 원경으로 밀려나는 특성을 보이게 된다. 특히 5차교육과정은 국아과를 기능중심 의 교과로 변화시키고 국어 교육에 서 영 역 의 세분화와 공고화를 강화시키는 분수령이 되었다. 이는 국어교육이 더 이상 정신형성의 교과가 되지 못하고 단순히 언아사용기능을 훈련시키는 교과가 되어 간다는 갓을 의미한다는 점에서 문제적이다. 왜냐하면 언어기능교육에 치중한 국어교육 은 국어 문화 창조 등의 국어교육의 보다 근원적인 의의를 외면하기 때문이다. 국어교육이 시작된 지 100여 년이 지냔 오늘날, 국어교육은 전혀 다른 환경 속에서 새로운 도전에 직면하고 있다. 특히 다음의 세 가지 측면에 주목할 수 있다. 첫째, 한국은 세계에서 가장 교육열이 높고 문맹률이 낮은 나라에 속한다. 이러한 환경은 중학교와 고둥학교에서의 국어교육이 학생 들에게 무엇을 가르치는 교육이 되어야 할 것인가 하는 문제를 제기한다. 둘째, 오늘날 우리는 전자문화가 지배하는 세상에 살고 있으며, 국어생활도 전자문화의 영향력 속에서 이루어 진다. 전자문화가 지배적인 환경에서 국어교육이 전자매체와 전자문화를 어떤 식으로 수용하고 또 어떤 면에서 대항할 것인가에 대해서 생각해 보아야 한다. 셋째, 오늘날 세계는 빠른 속도로 지구촌이 되어가고, 영어는 세계공용어로서의 지위를 확보하고 있다. 영어가 실질적으로 세계공용어가 되고 보편어의 지위를 갖게 되는 상황을 국어교육이 어떻게 받아들여야 하는지 생각해야 한다. 본고는 국어교육이 ``인문적 교양과 지적 사고력을 지닌 인간을 형성하는 종합적 의의를 지닌 과목``으로서 정립되어야 한다고 보며 이를 위해 다음의 몇 가지를 제안하였다. 먼저 인문적 교양과 지적 사고력을 지닌 인간을 형성하는 종합적 의의를 지닌 과목으로써 국어교육의 목표와 성격을 강조할 필요가 있다. 그리고 국어가 인문적 교양과 지적 사고력을 지닌 인간을 형상하는 종합적 의의를 지닌 과목이 되려면, 국어교육의 영역 구분은 편의적인 것이 되고 실제 교육은 통합적으로 이루어져야 한대 마지막으로 전자문화의 번성 속에서 전자시대일수록 국어교육이 강한 문자문화적 성격을 강조하며 전자문화의 대척점에서 정체성을 구하는 것이 바람직하다고 본다. 다시 말해 전자시대에 국어교육이 홀로 문자문화적 성격을 강조하여 전자문화의 약점을 보강한다면 국어교육의 의의가 더 커질 수 있는 것이다. Why We Teach Korean Language? Different perspectives and approaches to mother tongue education are needed in a different period. Now in 2l century, Korean society should ask ourselves a question, "What is Korean language eduction and how we teach Korean language?" to seek for more effective ways of teaching our mother tongue. Korean language education in the past in the 19th century, Korea tried to defend itself against invasions from other countries and develop into a modem state, at that time. Korean language was educated as a tool to enlighten Korean citizen and to accept new cultures and knowledge from other developed countries. Korean language was considered the essence of Korean culture and patriotism. After Korea was liberated from Japan`s colonial rule in 1945, Korean government has endeavored to educate Koran language in more systemic ways. Establishing a national curriculum was the most important and fast way to change and reform Korean language education. The first national curriculum was established in 1955 and it has been revised 7 times to meet diverse needs that change with time. From the first to the third national curriculum, the objective of Korean language education was mainly to teach basic literacy skills, to improve students` thinking ability, and to heighten the pride of Korean culture. In the fourth national curriculum created in 1981, Korean language curriculum was divided into three categories: language skills, grammar, and literature, Korean language instruction Current state of Korean language education after the fifth national curriculum, Korean language education has been focused more on improving students literacy skills rather than learning grammar and declarative knowledge related to literature criticism. Emphasizing language skills is sometimes criticized by some Korean language educators in that it does not foster students` thinking ability and make mother tongue instruction similar to foreign language instruction. New environment of Korean language education in the 21st century there are three new environments of Korean language education v should consider, First, we should think low illiteracy rate of Korean students and their parents` high zeal for children`s education The second trends is dramatic development of technology, we should reconceptualize the notion of mother tongue education in the different environment of digital age. Finally, we should accommodate globalization into our Korean language education by fostering bilingual curriculum and developing effective instruction for teaching English.

외국인을 위한 한국 문학교육의 한 방법 -해외 한국 문학교육의 사례를 중심으로-

하채현 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.3

This study is for what the way a Korean literature education for foreigner. Particularity, it is demonstrates to students majoring in Korean studies a method of educating Korean literature with an example. The first, this study begin to ask for why a literature education selected same time contents all of the literature works. To selected same time for education contents can not show to the student an outline korean literature. Korean literature aims between a language education and a culture education. So Korean literature education need to present many literature works. And then it is that can be a networkness of the education. For the point of the argument, this paper show a syllabus of the point of view a historical literature. And it examines the 「Gujija」 to teach for the senior in Vietnam Hochiminh University. It is appropriate that literature introduce a work of concretion because of literature emotion, sentiment. Literature teaching method should be seen within the historical context of education. And Korean literature for foreigner has to teaching in point of view a comparative literature. When we teach that, can know to an effect to teach for the history of Korean literature because of introduce for a representative Korean literature works. It can be the effective way for "Oversea Korean Literature Education".

한국 내 대학 한국어교육학과의 교육과정 개발 연구

김재욱 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.1

The focus of this study is to develop Korean language course as a foreign language for the department of the Korean language education. Most of existing curriculum of the department is based on the examples of the Korean language Act of 2005. However the Act can not be applied to undergraduate studies because it's focused on the curriculum for graduate schools and only presenting mandatory subjects for the teaching certificate of Korean language. Supplementing the Act, it is necessary to develop the curriculum considering not only domestic Korean language courses but also foreign courses. To develop Korean language education course for undergraduate schools, this study analyzes 17 domestic courses and 20 Japanese courses and 29 Chinese ones, where the demand for Korean language eduction is high, and presents basic principles regarding designing Korean education curriculum and the actual curriculum for the department. Courses for the 1st, 2nd, and 5th areas of the domestic curriculum is correspondent to the mandatory credit required by Korean language Act, but the 3rd, which is the essential part of Korean education, is 10% less than the Act rules, and the 4th course is excessing the regulation of the Act by 16%. This is due to the fact that the existing courses are only presenting courses following basic requirements of the Act and not developing new courses which can open up new opportunity to the students. Professors for the anticipated courses are also severely lacking. While domestic courses are focusing on Korean linguistics and language educations following the frame of the Act, Japanese courses emphasize comparative linguistics and improving language skill itself and Chinese courses are paying attention to improving language skill and Korean linguistics. Based on the analyze, it is concluded that curriculums of Korean education department need to link each area of the Korean linguistics regarding Korean as a 'language' not as the 'mother tongue' This study also presents newly designed Korean education courses to extend the area of the study for various purposes and targets. It also suggests to extend and specialize Korean education practice.

Korean Studies Education in Thailand

Soontaree Larprungrueng,Lee Sang Beum 한국태국학회 2020 한국태국학회논총 Vol.26 No.2

This research aimed to study the current status of Korean Studies education in Thailand. The strengths and weaknesses of Korean Studies education were examined. In this study also showed the obstacles and problems for development of Korean studies education in Thai and showed some suggestions for future development. Korean language education in Thailand began in earnest from the mid-1980s. Currently, many universities teach Korean, and 11 universities of them offered as major. Since 2008, Korean has been designated as the second foreign language of high school, and students are learning Korean in middle and high school level. There are three strengths of Korean studies education in Thailand. First, Thailand is the center of ASEAN, with low cost of living and labor and convenient transportation, and many Korean investors come and invest. This means an expansion of the job market. Second, the Thai government recognizes and acts on the importance of Korean language education. Third, institutions that promote Korean Studies education in Thailand are increasing. There are Korean Studies Center, Korean Education Center, Korean Cultural Center, and King Sejong Institute in each region of Thailand. There is also a weakness in Korean Studies education in Thailand. Lack of Korean language instructors, lack of proper and adequate textbooks for Thai learners, problems with the management of Korean studies centers, and lack of budget to promote Korean studies. These weaknesses are considered to be a major obstacle to the development of Korean studies in Thailand. Some suggestions for the development of Korean Studies education in Thailand. Academic exchanges should be more active in exchanges between Korea and Thailand. The number and skills of Thai Korean language instructors should be improved. The program for training and improving Korean language proficiency should be increased. Korean studies researchers and Korean language instructors are urgent to produce and develop textbooks and learning materials suitable for Thai learners and to promote the development of Korean studies in Thailand, it is urgent to establish a network of Korean instructors throughout the country for further cooperation.

학습자의 귀추적 추론 양상 분석을 통한 국어사 탐구 교육 연구

강지영 ( Kang Jiyoung ) 서울대학교 국어교육과 2021 先淸語文 Vol.48 No.-

Instinctual explanations are required when the individual facts observed were surprising things that had been unexpected or unexplainable within their perception. The act of abduction occurs to explain the continuity of the observed surprise by making a connection with other evidence. The existing Korean language history education had been structured in a way that lists the characteristics of the period, and such approaches which could not uncover the relevance do not comport with the cognitive structure of learners. Hence, it is problematic since it can inhibit the interest and necessity of learners as well as the understanding. In this regard, this paper is based on the fact that abduction, which is thought to be an instinctive on a daily basis, can operate as a logic to associate the modern Korean language and past Korean language which were considered as individual factors originally. In chapter Ⅱ, the study examined the existing Korean language history education and reestablished the concept of Korean language history education. To identify what was required for Korean language history education, the curriculum was reviewed, and the cognitive survey on 32 teachers and 479 learners was conducted. After that, the goal of Korean language history education was reset. In addition, the definitions and types of abduction was reveiwed from Korean language historyinquiry educational perspective. In chapter Ⅲ, this study examined the pattern of abductive inference in abductive inquiry learning of Korean language history education to draw implications which could be applied in abductive inquiry learning of Korean language history education. A structured inquiry task which was created to induce abductive inference was presented to 131 learners, and it was analyzed based on the type of abductive examined in chapter Ⅱ. As a result, four aspects -‘reasoning aspect (ga)’ which was referred as who could not conduct observationd, ‘reasoning aspect (na)’ which was referred as who can conduct only observation, ‘reasoning aspect (da)’which was referred as who could not conduct creative abduction, but connect observation to knowledge of grammar, and ‘reasoning aspect (ra)’which was reffered as who can conduct creative conduction - were derived. Since most of the learners to conduct type 3 1 of abduction well, ‘reasoning aspect (ga)’was uncommon. The number of‘reasoning aspect (da)’was small, because learners tend to conduct type 3 of abduction together when they solve the problem about type 2 of abduction. ‘reasoning aspect (da)’was rarely found from the questionnaire survey, so it was captured through a small group discussion. Thus, ‘reasong aspect (na)’ was the most dominant factor among four aspects. Therefore, most cases of difficulties in performing ‘abductive inquiry learning of Korean language history’ were mostly based on the occurrence of errors in type 2 of abudction, so it is necessary to establish educational scaffolding. Also, it was found out that the process of inquiry learning of Korean language history is required as a result of aspect analysis. In chapter Ⅳ, the paper set a design principles of education, which were ‘principles of inquiry topic selection’, ‘principles of inquiry procedure structuring’, and appropriate inquiry topics were selected and inquiry procedures were structured. Also, this study prepared constructive frame which can include the dimensions of ‘method’ and ‘strategy’ in the contents of education, and showed the actual contents composition by inquiry topic. This paper has an edcational significance in reviewing the limitations of existing inquiry educational perspective. Korean language history education which emphasized pedagogical justice and education contents. Also, it is meaningful since it suggests the direction of Korean language history education from a macro perspective and shows the possibility of Korean language history inquiry education by introducing ‘abduction’. In addition, this study has an pedagogical meaning because it observes the learners’ abductive thinking, and prepares the actual education contents composition.