http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
김영옥 고려대학교 고려대학교 부설 한자한문연구소 2024 동아한학연구 Vol.- No.18
본 연구는 한국의 공식적인 문자 표기 방식이 한자에서 한글로 전환되는 1894년 高宗 勅令 반포를 기점으로, 이후 어문 정책에 따라 한국의 漢字敎育 정책이 변천되는 과정과 그 특징을 고찰하는 것을 목적으로 하였다. 시기별 어문 정책과 그에 따른 한자교육 정책 변천 과정의 특징과 시사점은 다음과 같다. 첫째, 시기별 어문 정책이다. 1894년 ‘고종 칙령’, 1948년 ‘한글 전용에 관한 법률’, 2005년 ‘국어기본법’ 등이 한자교육 정책에 영향을 미친 주요한 정책, 법규였다. 둘째, 어문 정책에 따른 한자교육 정책이다. 어문 정책이 시행됨에 따라, 한자 폐지론, 초ㆍ중등학교 한자교육, 국어과에서의 한자교육, 한자 병기, 상용한자 제정, 한문교육용 기초한자 제정 등 한자교육 정책이 시행되었다. 셋째, 향후의 한자교육 정책에 대한 提言이다. 기존 어문 정책과 한자교육 정책에 대한 검토를 통해, 향후 한자교육 정책을 제안, 수립, 시행하는 데에 필요한 방안을 제안하였다. 본 연구에서는 어문 정책에 따른 한자교육 정책 변화의 양상을 구체적으로 살펴보면서 그것의 특징과 시사점을 분석하였다. 이를 통해 국가 차원의 어문 정책이 한자교육에 미치는 영향을 파악할 수 있었다. 향후 한자교육 정책의 방향을 모색하는 데에 일정한 도움이 될 것으로 생각된다. The purpose of this study is to study the process and characteristics of changes in Korean Chinese Character Education Policy according to the Korean Language Policy after 1894. The characteristics of the Chinese Character Education Policy change process according to the Korean Language Policy by period are as follows. First, it is the Korean Language Policy according to the periods. The Chinese Character Education Policy was related to the ‘Order of King Gojong’ in 1894, the Act on the ‘Exclusive Use of Hangeul’ in 1948, and the ‘Framework Act on the Korean Language’ in 2005. Second, it is the Chinese Character Education Policy according to the Korean Language Policy. According to the Korean Language Policy, Chinese Character Education policies were implemented, including the abolition of Chinese characters, Chinese character education in elementary and secondary schools, Chinese character education in the Korean language subject, writing Chinese characters with Hangeul side by side, enactment of Commonly used Chinese character and Chinese characters used when educating Chinese characters. Third, an opinion on the future Chinese Character Education Policy. Through a review of the existing Korean Language Policy and Chinese Character Education Policy, the measures necessary to propose, establish, and implement the Chinese Character Education Policy in the future were proposed. In this study, the characteristics were analyzed by examining the process of change in Chinese Character Education Policy according to the Korean Language Policy in detail. Through this, it was possible to find out the effect of the Korean Language Policy at the national level on Chinese Character Education. In conclusion, it is thought that it will help to find the developmental direction of the future Chinese Character Education Policy.
조항록 이중언어학회 2016 이중언어학 Vol.62 No.-
The issues on Korean language education policy become more important as the Korean government participates in Korean language education. Despite its importance, there are not enough studies on Korean language education policy, and the topics of the studies are not various. This article redefines Korean language education policy and suggests an approach to it as a starting point for discussions on Korean language education policy. This article discusses how we should redefine Korean language education policy. It is necessary to discuss Korean language education policy from the language educational perspective. However, this article claims that the discussions not be confined to the aspect of language education. It means that Korean language education policy should redefine its concept from the perspectives of general education, ethnic-education, immigration policy, and world-citizen education. And, it suggests the adequacy of policy science approach to Korean language education, which is used in social science. Although this article mainly deals with the language educational aspects of Korean language education policy, it also focuses on the usefulness of the policy science approach.
한국어교육 정책에 대한 언론 보도 양상-2012년부터 2019년까지의 신문 기사를 중심으로-
이현주 한국국어교육학회 2020 새국어교육 Vol.0 No.123
목적:한국어교육 정책에 관한 언론보도는 한국어교육 정책을 대중들에게 알리는 장이라 볼 수 있다. 이에 언론에서 한국어교육 정책에 관해 무엇을 보도하고 어떤 정책을 문제 삼고 있는지 살펴볼 필요가 있다고 판단되어 2012년부터 2019년까지 한국어교육 정책과 관련된 언론 보도를 분석하였다. 방법:분석은 뉴스빅데이터 분석시스템인 빅카인즈를 이용하였으며, 11개 중앙지를 대상으로 하였다. 먼저, 시기별, 통합 분류별, 연관어별로 분석하고, 다음 한국어교육 정책 대상자별로 분석하였으며, 마지막으로 한국어교육 정책을 내용별로 분석하였다. 결과:그 결과 한국어교육 정책에 관한 언론 보도는 2018년에 가장 많이 나왔고, 2014년에 가장 적게 보도 되었다. 한국어교육 정책 언론 보도는 주로 사회면에서 다뤄지고 있었으며, 다문화를 키워드로 한 기사가 많았다. 한국어교육 대상자별 분석에서도 다문화가족을 대상으로 한 보도 건수가 가장 높았으며, 정책별 분석에서도 역시 다문화정책에 관한 보도를 빈번하게 볼 수 있었다. 결론:이러한 분석을 통해 앞으로도 한국어교육 정책에 관한 언론 보도가 꾸준히 이어져야 할 것이며, 언론사에서는 한국어교육 정책을 보도하는 대상과 주제를 다양화해야 할 것을 제언하였고, 향후 한국어교육 정책에 관해 보다 나은 내용이 보도되기를 기대하였다. Purpose:The media about Korean language education policy is to inform people of Korean language education policy. Therefore, it is necessary to look at what the media is reporting about Korean language education policy and what policy issues it has. This study analyzed media reports related to Korean language education policies from 2012 to 2019. Methods:As the analysis, ‘BIG KINDS’, a news big data analysis system, was used, and 11 major newspapers were reviewed. First, it was analyzed by period, integrated classification, and related words, and then by Korean language education policy targets. Finally, Korean education policy was analyzed by content. Results:As a result, the media coverage of Korean language education policy was the most frequent in 2018 and the lowest in 2014. Korean language education policy The media reports were mainly dealt with in social terms, and there were many articles with keywords as multiculturalism. ‘Multicultural families’ were the most frequently analyzed Korean education subjects. In the analysis by policy, there were also many reports on ‘multicultural policy’. Conclusion:As a result of this analysis, it was suggested that the reporting on Korean language education policy should be continued in the future, and the media should diversify the subjects and subjects for reporting on Korean language education policy. It was expected that better content would be reported on Korean language education policy in the future.
조항록 국제한국어교육학회 2015 한국어 교육 Vol.26 No.4
This article aims to analyze the research trend of Korean Language Education Policy and Korean Culture Education through reviewing the articles on both fields which appears in <Korean Language Education>, the Journal of International Association of Korean Language Education(IAKLE). The number of articles which are reviewed in this study is 761, and these are from the first issue through the 27th issue(March 2015) of <Korean Language Education>. I categorized Korean language education policy and Korean culture education into several subcategories by certain principles, since the studies on the sub-categorization of these fields have not been done, yet. The field of Korean language education policy is categorized into five subcategories, and that of Korean culture education into six. According to the analysis, the number of the articles on Korean education field among the articles of Korean language education policy reaches 34, and it accounts for 65.4 percent. And, the number of the articles on culture education methods among the articles on Korean culture education is 21, and it accounts for 31.3 percent. The result of analysis shows that the number of research articles on both Korean language education policy and Korean culture education is rapidly increasing and it implies that these are newly-rising fields of Korean language education. Also, it is worth noticing that the range of the research articles on Korean language education policy is widening and the number of them is rapidly increasing since the involvement of Korean government in Korean language education. This review also shows that there are a few researches on subcategories of both Korean language education policy and Korean culture education. And, it deserves to concern about further studies on the subcategories of both fields for the development of Korean language education.
민현식 동악어문학회 2023 동악어문학 Vol.89 No.-
From the viewpoint of the public nature of language, public language broadly encompasses not only the language of public institutions but also the private language for which private and public individuals take public responsibility. From a stylistic point of view, public spoken language should be included in addition to public written language. Our public language is taking the lead in destroying the Korean language as corporate language and media language act as a language of harm rather than a language of public interest. To improve this public language, the two pillars of ‘policy’ and ‘education’ must be properly established. Our public language policy was based on the ‘Korean Language Exclusive Act’ (1948), the Korean Language Research Institute was established in 1984 and promoted to the National Research Institute of Korean Language in 1990, and systematic and long-term Korean language purification projects and language norms were established. The ‘Basic Act on the Korean Language’ (2005) expanded the scope of public language and established a framework for public language policy. Although the terms ‘public language’ or ‘official documents’ do not appear in previous curriculums, the existing Korean language refinement education or grammar education played a role in the public language curriculum. In the future, the concept of ‘public language’ should be introduced and developed in existing Korean language refinement education or grammar education. North Korea promoted the policy of abolishing Chinese characters and exclusive use of Hangeul as an ideological transformation into a communist humanoid. The abolition of Chinese characters and the exclusive use of Hangeul were strongly enforced, while the vocabulary organization project and the construction of cultural languages were also promoted. In North Korea, the leader showed interest in language policy by announcing a direct statement, and because the Korean Language Assessment Committee was directly under the Cabinet, it was possible to vigorously promote vocabulary and cultural language projects without a gap between policy and education. In order for our public language policy to be vigorously pursued without a gap between policy and education, interest in Korean language issues must be frequently expressed through discourse at the level of the president and prime minister, and the status of Korean language policy institutions must be raised under the direct control of the president.
국어교육 정책의 방향 ; 국내(國內) 국어(國語) 교육(敎育) 정책(政策)의 반성(反省)과 전망(展望)
민현식 ( Hyun Sik Min ) 국어교육학회 2009 國語敎育學硏究 Vol.36 No.-
`국어`는 한민족의 언어이자 대한민국의 국가 공용어이다. 국어 교육은 평생 국어 교육과 학교 국어 교육(국어과교육)으로 나뉜다 국어 교육 정책은 국어 교육 과정, 국어 교재, 국어 교원, 국어 표기법 규범의 네 가지 정책이 대표적이다. 국어 정책과 국어 교육 정책은 상호 포함적 관계에 있다. 국어 정책 관련법에는 국어 기본법이 있다. 정책기관으로는 문화부와 교육부가 주로 관여하고 국립 국어원과 교육과정평가원이 관여한다 국어 정책 계획은 미국이 하는 국가 방임주의와 프랑스가 하는 국가 개입주의 방식이 있다. 우리는 프랑스 형에 가깝다. 국어 교육과정의 주요 쟁점은 국어과 영역을 나누는 것의 논쟁이 있다. 말하기, 듣기, 읽기 쓰기, 문학, 문법처럼 6대 영역으로 하느냐 아니면 기능 중심의 4영역으로 하느냐의 논쟁이 있다. 또한 국어과와 한문과의 관계와 한자교육 논쟁이 있다. 국민은 초등학교의 한자 교육을 원하는데 정부는 여론을 무시하고 있다. 우리의 국어 교육 정책은 그동안 엘리트주의에 의한 정책이 추진되어 왔으나 앞으로 정책 결정은 엘리트주의를 지양하고 디원주의 관점에 서야 한다. 그러려면 앞선 정책의 실패에서 교훈을 받고 전문가, 관료, 교육자, 학생, 학부모 등 관련 주체들이 주장하는 다양한 현장의 목소리를 광범위하게 들어 결정해야 한다. `Korean language` is a language of the Korean race and the national official language of the Republic of Korea. Korean language education is divided into lifelong Korean language education and school education of Korean language. The Korean language educational policy has four representative policies of national curriculum, textbooks, teachers, and orthography. The Korean language policy and the Korean language education policy is in a mutually inclusive relationsthp. The laws related to Korean language policy have the Basic Law of Korean Language. The Minionry of Culture, Sports and Tourism and the Ministry of Education, Science and Technology are major policy organizations and the National Institute of the Korean Language and the Korea Institute for Curriculum and Evaluation concern the related matters. The national language policy planning has two methods; one is a national intervention policy that French implements and the other is the United States laissez-faire. Korean language policy is closer to the national intervention policy of French. The major issue of the Korean language national curriculum is division of the domains of Korean language whether it should be six domains of speaking, listening, reading, writing, literature, and grammar or four domains focusing on skills of speaking, listening, reading, and writing. There are also a controversy over a relationship between the Korean language subject and the Chinese writing subject, and an argument over Chinese characters education. The people want the Chinese characters education in elementary school but the government disregards the public opinion. Our Korean language educational policy has promoted policies by elitism, however, the future decisions on policies should stand on a viewpoint of pluralism. To do so, a lesson from a failure of previous policies should be considered and decisions should be made by concerning the voices from various fields where specialists, bureaucrats, educators, students, parents, and others insist their own opinion.
재외동포, 이주 및 다문화 배경 구성원 대상 한국어 교육 정책에 대한 소고 -외교부, 법무부, 여성가족부의 한국어 교육 사업을 중심으로-
서진숙,장미라,김지형,봉원덕 한민족문화학회 2022 한민족문화연구 Vol.80 No.-
The purpose of this study was to derive implications for the policies on the Korean language education by examining policies and major projects and considering problems of the Ministry of Foreign Affairs, the Ministry of Justice, the Ministry of Gender Equality and Family which are the government departments that oversee Korean language education policies for foreigners in Korea and abroad. With the examination of The Korean language education policies and project data of each ministry from the 2000’s to the first half of 2021, the changes and characteristics of major projects were described as four criteria: curriculum and textbook development, teacher training, education support and integration/liaison between curriculums. When the documents of the three ministries were categorized according to the analysis criteria, the documents in the curriculum and textbook development area were the most common as 73(47.1%), the area of education support was 40(25.8%), the area of teacher training was 37(23.9%) and the area of integration/liaison between curriculums was 5(3.2%). This showed that the three ministries focused most on the curriculum and textbook development area and the rest of the standards differed slightly by ministry. The result of examining the characteristics of work showed that all three ministries were conducting Korean language education business by targets. With the diversity of the purposes of learning Korean language and the complexity of beneficiaries of the Korean language education business, it was found that there were limitations in business categorized by targets. In the development of Korean language textbook, all three ministries were relatively well coordinated with the National Institute of Korean Language the primary concern department. It was also confirmed that the Ministry of Foreign Affairs and the Ministry of Justice focused on developing their own educational materials according to their departmental characteristics. In terms of teacher training, the Korean language teacher certificate under the supervision of the National Institute of Korean Language was recognized. However the Ministry of Foreign Affairs was promoting a system such as the Hangul school teacher certification system. And the Ministry of Justice was making efforts through multi-cultural society specialist program and the Ministry of Gender Equality and Family through re-education of visiting Korean language teachers. To consolidate policies, it was still necessary to operate a higher level department dedicated to the reorganization and the operation of the Korean language education policies. It was also confirmed that it was necessary to accumulate information in big data on beneficiaries and non-beneficiaries of Korean language education. 이 연구는 국내외 외국인 대상의 한국어 교육 정책을 주관하고 있는 정부 부처인 외교부, 법무부, 여성가족부의 한국어 교육 정책과 주요 사업을 살펴보고 문제점을 고찰하여 각 부처의 한국어 교육 정책에 대한 시사점을 도출하고자 하였다. 이에 2000년대부터 2021년 상반기까지 각 부처의 한국어 교육 정책과 사업 자료를 확인하고 주요 사업의 변화와 특징을 교육과정과 교재 개발, 교원 양성, 교육 지원, 교육과정 간 통합/연계의 4가지 기준으로 기술하였다. 세 부처의 문서를 분석 기준에 따라 통합하여 분류하면, 교육과정과 교재 개발 영역의 문서는 총 73개(47.1%)로 가장 많이 나타났으며, 교육 지원 영역은 40개(25.8%), 교원 양성 영역은 37개(23.9%), 교육과정 간 통합/연계 영역은 5개(3.2%)로 나타나, 세 부처 모두 한국어 교육과정과 교재 개발 사업에 가장 많은 비중을 두고 있는 것을 알 수 있었으며, 나머지 기준은 부처별로 약간의 차이가 나타났다. 세 부처별로 업무의 특성을 살펴본 결과, 세 부처 모두 대상별로 한국어 사업을 진행하고 있었다. 그러나 외국인의 한국어 학업 목적이 다양하고, 한국어 사업의 수혜 대상이 복잡해지고 있어 대상별 사업의 한계가 있음을 알 수 있었다. 한국어 교재 개발에서 외교부, 법무부, 여성가족부는 주무부서인 국립국어원과의 협력이 비교적 잘 이루어지고 있으나 외교부와 법무부는 부처별로 특성에 맞게 자체 교육 자료 개발에도 집중하고 있음을 확인하였다. 교원 양성 측면에서는 국립국어원이 주관하는 한국어교원 자격을 인정하고 있으나 외교부는 한글학교 교사 인증제와 같은 제도를 추진하고 있으며, 법무부는 다문화사회전문가, 여성가족부는 방문 한국어교원 재교육 등에도 노력을 기울이고 있었다. 이러한 점 등을 고려할 때 대상별로 각기 이루어지는 한국어 교육 정책에 대한 정비와 한국어 교육 정책을 전담할 수 있는 상위 부서의 운영이 여전히 필요함을 알 수 있었으며, 한국어 교육 수혜자 및 미수혜자 등에 대한 정보를 빅데이터로 축적할 필요가 있음을 확인하였다.
정명혜(Jung Myung Hye) 한국어교육연구학회 2017 한국어교육연구 Vol.- No.7
As the national and social functions of Korean language education have been expanded and its status as a national policy has been raised, Korean language education has achieved quantitative growth and development for a short period of time. Despite this fact, it still has, however, many quality problems. In this regard, this study intends to analyze the legal and institutional tools for Korean language education in order to examine the current status of Korean language education policy and suggest ways to improve Korean language education. To this end, agencies such as Ministry of Culture, Sports and Tourism, Ministry of Education, Ministry of Foreign Affairs, Ministry of Employment and Labor, Ministry of Gender Equality and Family, and Ministry of Justice are participating in Korean language education. This study examined the grounds for the agencies’ participation in that education and their major projects, and analyzed Korean language education policies and laws pertaining to each agency. Based on this, this study identified problems in Korean language education policies and suggested specific measures to improve the policies. First, it has been pointed out that Korean language education policies areoverlapping and confusing because several agencies conduct Korean language education based on different laws. So, there is a need for an agency that can be dedicated to Korean language education. Second, Korean language education institutions vary according to the target of education, and there is a need to cultivate brandsthat represent Korean language education.Third, the current Korean language education support policy is uniform without reflecting socio-cultural differencesby country. In order to increase the effect, it is necessary to develop customized policies for target countries. Fourth, Korean language education lacks diversity in education contents. It is necessary to develop national standardized curriculum and standard textbooks. Fifth, when it comes to Korean language education targets, there is sufficient support for female marriage immigrants in Korea, whereasthere exists an educational blind spot for foreign workers. It is necessary to establish Korean language education support policy for foreign workers. 한국어교육은 국가 사회적 기능이 확대되고 국가정책으로서의 위상이 높아지면서 짧은 시간 동안 양적 성장과 발전을 이루어냈다. 그러나 양적 성장만큼 질적 내실화에 대해서는 여러 가지 문제점을 내포하고 있다. 이에 본고는 한국어교육을 위한 법적, 제도적 장치를 분석함으로써 한국어교육정책의 현황을 살펴보고 한국어교육의 내실화를 위한 개선 방안을 제시하는데 목적을 두었다. 이를 위하여 문화체육관광부, 교육과학기술부, 외교통상부, 고용노동부, 여성가족부, 법무부 등 한국어교육에 참여하고 있는 부처별 사업 참여 근거 및 주요 사업 내용을 살피고 각 부처별 한국어교육 정책과 법령을 분석, 이를 토대로 한국어교육 정책의 문제점과 개선책을 모색했다. 첫째, 한국어교육 정책은 여러 부처가 각기 다른 법에 근거하여 한국어 교육을 실시함으로써 중복과 혼선이라는 지적을 받고 있다. 따라서 한국어 교육을 전담할 수 있는 부처가 필요하다. 둘째, 한국어교육은 교육 대상에 따라 교육기관도 다양한데 한국어교육의 대표 브랜드를 육성해야 한다. 셋째, 현행 한국어교육 지원정책은 국가별 사회문화적 차이를 반영하지 않은 채 획일적인데 효과를 높이기 위해서는 대상국에 맞는 맞춤형 정책을 수립해야 한다. 넷째, 한국어교육은 외연에 비하여 교육 콘텐츠의 다양성이 부족하다. 국가 수준의 표준교육과정 및 표준 교재 개발이 필요하다. 다섯째, 국내 한국어교육 대상자 중 결혼이주여성에 대한 지원은 많으나 상대적으로 외국인 근로자에 대한 교육은 사실상 사각 지대이다. 외국인 근로자에 대한 한국어교육 지원 정책이 필요하다.
김상수(Kim, Sang-soo) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.8
이 연구는 국제 사회의 상황과 한국 사회의 언어적, 문화적 배경으로 인한 한국어 교육에 대한 문제점을 언어 정책의 관점에서 살피고자 하였다. 정부 기관의 언어 정책과 한국어 교육 정책에 대한 한국어 교사들의 인식 조사를 바탕으로 이들이 느끼는 한국어 교육 정책의 문제점이 무엇인지를 관찰하여 향후 한국어 교육 정책의 방향을 탐색하는 데에 필요한 논의의 기반을 삼고자 하였다. 이 연구에서는 질적 연구 프로그램인 Nvivo 11을 사용하여 자료 분석을 시도하였다. 한국어 교육 정책에 대한 한국어 교사들의 인식 조사 보고서를 분석한 결과 전체 코딩 수는 77개로 나타났으며, 구체적인 항목은 정책 추진 기관, 한국어 교사, 세종학당, 정책 일반으로 분류 할 수 있었다. 언어 정책은 합리적이고 타당성이 있어야 하며 실행 계획은 실현 가능성이 커야 체계적인 언어의 사용과 효율적인 언어의 보급이 이루어질 수 있을 것이다. 이러한 언어의 사용과 보급을 위해서는 체계적이고 효율적인 언어 교육이 이루어져야 하며 이를 위하여 또한 언어 교육 정책, 한국어 교육 정책이 필요하다 The purpose of this study is to examine the problems of Korean language education and Korean teaching and learning situation due to the linguistic and cultural background of Korean society diversified in the international society from the perspective of language policy. The purpose of this study is to investigate the problems of Korean language education policy based on Korean language teachers perceptions of language policies and Korean language education policies of government agencies, . In this study, we tried to analyze data using Nvivo 11, a qualitative research program. As a result of analyzing the survey report of Korean teachers about Korean language education policy, the total number of coding was 77, and specific items could be categorized as policy promoting agency, Korean teacher, King Sejong Institute, and general policy. Language policy should be reasonable and feasible and implementation plan should be realizable so that systematic language use and efficient language diffusion can be achieved. In order to use and disseminate these languages, systematic and efficient language education should be provided. For this, language education policy and Korean education policy are also needed.
이정복(Lee, Jeongbok) 한국사회언어학회 2019 사회언어학 Vol.27 No.3
The purpose of this study is to point out the problems of Korean language policy and education through some phenomena of variation and change in Korean language, and to show how they should go in the future. Since language policy and education are directly related to the status of language, in Chapter 2 we outline the current status and situation of Korean. In Chapter 3, we examine some of the variations and changes in Korean language, which are highly interesting from a social perspective. Based on these results, in Chapter 4, we present the direction of Korean policy and education as ‘rich and just Korean’. So far, the key direction of policy and education for the Korean language has been ‘window-dressing language policy’ and ‘window-dressing language education’. They have attempted to refine Korean by simplifying and abstracting the various language facts and disregarding of the elements that seemed not to be beautiful. The language policy and education caught up in the ‘beautiful Korean’ obsession have lasted for decades in Korean. Now Korean speakers should be liberated from ‘beautiful and pure Korean’ ideology. We should pay more attention to local dialects, North Korean words, slang and buzzwords, and net languages. We need to accept new concepts through contact with other languages. With its diversity, richness, and political correctness, Korean will be able to keep its place firmly in the strong waves of English and grow into an important language of the world.