제1차 국제학술대회 ; 미군정기 검인정 중등 문법 교과서의 문법 지식 체계 구조화에 대한 시론

오현아 ( Hyeon Ah Oh ) 국어교육학회 2012 國語敎育學硏究 Vol.45 No.-

본 연구의 목적은 광복 이후 대한민국 정부 수립 이전까지 미군정 당시에 이루어진 국어과 교육 중 문법 교육에 한정하여 검인정을 통해 발행되었던 문법 교과서를 사(史)적으로 고찰하여 교과서에 서술된 문법 지식의 체계를 구조화하는 연구가 진행될 필요가 있음을 밝히는 데 있다. 광복 이후 국어과 교육은 일본어 보급과 조선어과 위축 및 폐지라는 일제강점기의 교육의 영향 아래 교육과정, 학제, 교과서, 교수법 등의 제반 문제를 한꺼번에 해결하기가 상당히 어려운 상황이었다. 따라서 광복 이후의 국어 교과서 연구는 국어 교과의 확립 및 국어 교육의 기틀 확립 과정과 밀접한 관련이 있다는 점에서 중요한 의미를 지닌다. 이 시기 국어과 교육에 대한 논의를 살펴보면 1)국어교육사의 (1)종적인 차원에서는 ①국어 교과의 형성 및 교과 성격 획득 과정 관련한 연구(박영목·민현식·김종철 외, 2005; 윤여탁 외, 2006; 오현아, 2011), ②국어 교과서의 수록 제재 변천 양상에 관한 연구(조희정, 2005a; 조희정, 2005b; 조희정, 2005c; 서명희·조희정, 2006a; 조희정·서명희, 2006b; 이명찬, 2008), ③교과서 서지사항 및 단원 체계 및 내용 변천에 관한 연구(조희정, 2011), 국어과의 개별 내용 영역 변천에 대한 연구(유옥순, 1995; 고영근, 2001; 최호철 편, 2008)로 구분하여 볼 수 있다. 그리고 (2)횡적인 차원에서는 미군정기에 한정한 검인정교과서의 소설 제재를 다룬 연구로는 최현섭(1990), 미군정기부터 1차 교육과정 고시(1956년) 전까지인 건국기에 한정한 중등 국어 교과서분석에 관한 연구로는 허재영(2005), 교수요목기를 중심으로 초등 교과서에 수록된 전래동화의 유형과 양상을 다룬 정진헌(2005)가 있다. 이상을 통해 우리는 국어교육사에 대한 심화된 논의가 전반적으로 충분하지 않지만 그 중에서도 횡적인 차원에서의 국어교육사 논의가 충분하지 않다는 사실을 발견할 수 있다. 따라서 본고에서는 광복 이후 국어 교과서 연구가 이후 정부 주도의 교육과정 아래 이루어진 국어 교과 정체성 및 기틀 확립에 중요한 기초가 되었다는 문제의식 아래 국어교육사의 횡적인 차원에서 미군정기부터 대한민국 정부 수립 이전까지로 시기를 한정해 문법 교과서에 기술된 문법 지식의 체계를 구조화하는 연구를 본격화하기 전에 시론으로서 이러한 연구가 국어교육 그리고 문법교육 안에서 어떠한 지정학적 위치를 점하고 있으며, 문법 지식 체계의 구조화는 어떠한 방식으로 가능할지를 탐색해 보고자 하였다. The objectives of this study were to review historically grammar textbooks published through authorization by the government and to show the necessity for research to structure the grammatical knowledge system presented in textbooks, focusing on grammatical education in Korean language education conducted under the rule of the U.S. military government after the Liberation and before the establishment of the Government of the Republic of Korea. In Korean language education after the Liberation, it was difficult to solve at once all problems related to the national curriculum, school system, textbooks, teaching methods, etc. established under the rule of Japanese imperialism, which had promoted the spread of the Japanese language and the shrinkage and removal of the Korean language. Accordingly, research on Korean language textbooks after the Liberation has an important meaning in that it is closely connected to the establishment of the Korean language curriculum and the fundamental framework of Korean language education. Previous studies on Korean language education during this pe국어교육학연구45_riod can be divided into the longitudinal dimension and the horizontal dimension of Korean language education history. Studies in the longitudinal dimension include: ①studies on the formation of the Korean language curriculum and the development of its curricular characteristics(Park Yeong mok, Min Hyeon sik, Kim Jong cheol et al., 2005; Yoon Yeo tak et al., 2006; Oh Hyeon ah, 2011); ② studies on changes in materials included in Korean language textbooks(Jo Hee jeong, 2005a; Jo Hee jeong, 2005b; Jo Hee jeong, 2005c; Seo Myeong hee & Jo Hee jeong, 2006a; Jo Hee jeong & Seo Myeong hee, 2006b; Lee Myeong chan, 2008) and ③studies on changes in the bibliography, unit system and contents of textbooks(Jo Hee jeong, 2011) and on changes in the content areas of the Korean language(Yoo Ok soon, 1995; Ko Yeong geun, 2001; Choi Ho cheol, 2008). Among studies in the horizontal dimension, Choi Hyeon seop(1990) analyzed the materials of novels in textbooks authorized during the period of the U.S. military government, Heo Jae yeong(2005) analyzed secondary Korean language textbooks during the period of the U.S. military government until the announcement of the 1st National Curriculum in 1956, and Jeong Jin heon(2005) studied the types and patterns of traditional fairytales in elementary textbooks focusing on the period of syllabus. Through this study, we found that advanced discussions on the history of Korean language education have not been sufficient and, in particular, discussions on the history of Korean language education in the horizontal dimension have been quite insufficient. Thus, recognizing the problem that studies on Korean language textbooks since the Liberation became crucial foundation for the es국어교육학연구45_tablishment of the identity and framework of the Korean language curriculum under the government led National Curriculum, this study, as preliminary research before full scale studies to restructure the grammatical knowledge system described in grammar textbooks, limited the scope of research to the period of the U.S. military government until the establishment of the Government of the Republic of Korea in the horizontal dimension of Korean language education history and discussed the geopolitical position of such studies in Korean language education and grammatical education and how the grammatical knowledge system can be structured.

중국 재외 동포 문법 기술에 나타난 남북 문법 영향 관계 분석(1) - 연변대 『조선어발달사』의 근현대 조선어 논의를 중심으로 -

오현아(Oh, Hyeon-ah),신희성(Shin, Hee-seong),박진희(Bak, Jin-hui),김자영(Kim, Ja-young),최선희(Choi, Sun-hee),노하늘(Noh, Ha-nuel),최소영(Choi, So-young) 국어국문학회 2020 국어국문학 Vol.0 No.190

이 연구의 거시적 목적은 이남 중심의 문법 기술을 넘어 재외 동포의 문법 기술까지 포함한 총체적인 문법 기술을 하는 데 있으며, 미시적으로는 중국 재외 동포 문법기술에 나타난 이남과 이북의 문법 영향 관계 분석을 하는 데 있다. 중국 재외 동포 문법 기술 분석을 위한 기본적인 연구 대상으로는 리득춘․리승자․김광수(2006)를 택하였으며, 본격적인 논의를 위해 2장에서 중국 재외 동포 문법기술 분석의 의의를 다루고, 3장에서는 중국 재외 동포 문법 기술에 나타난 남북 문법 영향 관계 특성을 ‘1) 근대 조선어 어음 및 문법 형태, 2) 현대 조선어 어음, 3) 현대 조선어 문법, 4) 근대 조선어 어휘, 5) 현대 조선어 어휘’로 구분하여 논의를 진행하였다. 그 결과 리득춘․리승자․김광수(2006)에 나타난 남북 문법 영향 관계를 세부 영역별로 확인해 볼 수 있었다. 그러나 이 논의는 시작에 불과하며, 세부 영역별로 좀더 깊이 있게 논의되고 확대될 필요가 있다. 여기서 다루지 못한 내용은 후일을 기약하며, 관련 논의가 활성화될 수 있길 기대해 본다. The macroscopic purpose of the study is to break away from the south-central grammar description, to do a total grammar description, including the grammar description of overseas Koreans, and to do a microcosmically an analysis of the grammatical influence between south and north as shown in the grammar description of overseas Chinese. The basic research subjects for analyzing the grammar description of Koreans overseas in China were chosen by Li Deuk Chun. Ri Seung-ja. Kim Kwang-su (2006). For full-scale discussions, Chapter 2 dealt with the significance of analyzing the grammar description of overseas Koreans. Chapter 3 divided the characteristics of inter-Korean grammar influence relations shown in the grammar description of overseas Koreans in China into 1) Modern Joseon language phonology and grammatical form, 2) Modern Joseon language phonology, 3) Modern Joseon language grammar, 4) Modern Joseon language vocabulary, and 6) Modern Joseon language vocabulary. As a result, the relationship of inter-Korean grammar influence shown in Li Deuk Chun, Reaper, and Kim Kwang-soo (2006) could be checked by detailed area. But this discussion is only the beginning, and needs to be discussed and expanded in more depth by area of detail. What is not covered here will be discussed in the future and we hope that related discussions can be activated.

일반 논문 : 이야기를 활용한 품사 단원 내용 구성에 대한 고찰

오현아 ( Hyeon Ah Oh ) 한국어교육학회(구-한국국어교육연구학회) 2010 국어교육 Vol.0 No.133

This study starts as a way of making efforts to crystallize the possibility of the interesting grammar education utilizing stories. We need an alternative that can break through the present conditions under which learners remember the grammar class as the most boring and painful experience of learning, and the persistence of the knowledge of grammar, seemingly unable to secure, learned through such painful courses. The critical points this study has are summarized as the following two statements. First, Since the educational contents related to grammar have become unclearly showed as the method of presenting the contents of the grammar education concentrated on explanatory materials since the period of the 5th Curriculum was integrated into other areas when it came to the 7th Curriculum, its educational contents might be considered to be secondary. Second, even if the contents of the grammar education is exclusively presented, it is problematic that it still consists mainly of learning activities that provide a few explanations, examples and lead to repetitious exercise. Based on this critical points, this study explores the possibility for the grammar education utilizing stories to make difference from the delivery of fragmented knowledge to the delivery of contextualized knowledge through the course of the construction of the contents of the part-of-speech unit in accordance with the 2007 revised curriculum.

의미 기능 중심의 ‘인용’ 관련 문법 교육 내용의 재구조화 방향 탐색

오현아 ( Oh Hyeon-ah ),박진희 ( Bak Jin-hui ) 한말연구학회 2018 한말연구 Vol.- No.49

The purpose of this paper is to find a way to reorganize and present grammatical education contents by putting the concepts associated with quotations under the core concept of quote expression. This paper is based on the problem that the concepts of 'quotation' related grammar education were handled segmentally. There were some differences in the technical aspects of the grammar book and the textbook on quote expression, quotation form, quotative Clause, adverb clause and adnominal Clause. The methods for reinstrializing the contents of grammar education related to quotation were explored in terms of grammar description, form, syntactic, semantic and Korean norms.

조선(한국)어“들”의 흐름 속에서 총체적 문법 지식 재구조화 방안 모색하기 - 재외동포, 이북, 이남의 조선(한국)어“들”의 연구 흐름 속에서 나의 관점 조망하기 -

오현아 ( Oh Hyeon-ah ) 한말연구학회 2020 한말연구 Vol.- No.55

In this paper, from the point of view of the history of mother tongue education, we tried to address the tradition and innovation of mother tongue education, and the tradition and innovation of mother tongue grammar education. The "mother language" concept set up here is not limited to the language of the use of Korean residents as a geopolitical concept. In other words, the main school wanted to address the "traditions and innovations of mother tongue education" in terms of the history of mother tongue education, including the history of Korean grammar (education) of overseas Koreans (China, Japan and Russia), and the history of Korean grammar (education) in North Korea, not just in South Korea's own tradition. In addition, this paper did not address the main discussion at the time based on the basic view that ‘innovation’ could not be discussed without ‘tradition’, but it sought to explore the direction of tradition and innovation around the discussions that are deemed significant from the present perspective. The tradition of grammar education and the direction of innovation presented in the original text is largely 1) the reconstruction of overall grammar knowledge centered on spoken language, 2) the restructuring of overall grammar knowledge centered on syntax structure, and 3) the reconstruction of overall grammar knowledge centered on meaning.

논문 : 문법 교육에서 맥락의 수용 문제

오현아 ( Hyeon Ah Oh ) 한말연구학회 2011 한말연구 Vol.29 No.-

As the curricula of individual subjects were revised this year in accordance with the 2009 revised Curriculum, they were notified on August 9. Moreover, in the curriculum of Korean in accordance with the 2009 revised Curriculum, the ``context (knowledge, function, context)`` vanished, which had newly appeared as a systematic category of the contents of the curriculum of Korean in the 2007 revised Curriculum, and changed into the systematic category of the contents of ``knowledge, function, and attitude.`` Then, does the systematic category of the contents of ``context``, which were emphasized in the 2007 revised Curriculum, sufficiently make its meaning realized in the education of Korean and of grammar? And, can we say that the ``situational context`` and the ``socio-cultural context``, which were given focus in the 2007 revise Curriculum, have been sufficiently crystallized in each area to attain their goals? The discussion in this study starts here. In order to discuss the problem of the accommodation of contexts in the education of grammar, this paper tries to come up with a direction of the realization of context-related educational contents in the grammar field by 1) first examining the concept and types of context, 2) investigating how context has been accommodated in the dimension of curriculum, and 3) analyzing the content factors of context-related education in each area of Korean.

통합 교과 교육 관점의 학교 평화 통일 교육 활성화 방안-‘사회, 국어 교과’를 중심으로-

오현아(Oh, Hyeon-Ah),김명정(Kim, Myung-Jung),이관희(Lee, Kwan-Hee),최선희(Choi, Sun-Hee),송영훈(Song, Young-Hoon) 강원대학교 인문과학연구소 2020 인문과학연구 Vol.0 No.65

이 연구의 목적은 통합 교과 교육 관점에서 사회 및 국어 교과를 중심으로 학교 평화통일의 학교급별 지향점을 탐색하는 것이다. 이 연구는 두 교과에서 평화 통일 교육을 바라보는 관점을 ‘문화간 이해 교육, 인성 교육, 문식성 교육’과 ‘평화교육, 인권교육, 민주시민교육’의 차원에서 분석하였다. 분석의 결과를 바탕으로 ‘초등 전환기, 초등, 중등 전환기, 중등, 성인 전환기’의 다섯 단계에서 두 교과가 통합적 평화 통일 교육을 전개하기 위하여 무엇을 중점적으로 다루어야 하는지를 모색하였다. 이 연구는 평화 통일 교육이 특별한 맥락 내에서 탈교과적으로 다루어져서는 안 된다는 관점 아래, 사회 및 국어 교과의 동질적 지향성을 바탕으로 통합적으로 전개되어야 함을 주장하며 통합적 통일교육의 내용 구성을 위한 함의를 도출하고 있다. This study aims to explore what factors should be taken seriously in peace and unification education, focusing on social studies and Korean language subjects from the perspective of integrated curriculum education. What perspectives these two subjects have had on peace and unification are under examination in a framework of intercultural understanding education, character education, and literacy education in the subject of Korean study as well as a framework of peace education, human rights education, and democratic civic education in the subject of social studies. The third section explores the possibilities of convergence between the programs of the two subjects on where the emphasis should be placed at each stage of school system, such as primary-transition, primary, middle-transition, middle, and adult-transition, for peace and unification education. In conclusion, this study suggests not only that two subjects should not deal with peace and unification education in each distinguished context but also that they should develop an integrated subject education program through a heuristic approach.

작문 교육 방법에 대한 대안적 모색

오현아(Oh, Hyeon-Ah) 강원대학교 국어교육과 2014 語文學報 Vol.34 No.-

Traditional writing education methods in Korea have been reading centered, idea creation centered and elaboration centered, and in such a situation sufficient consideration has not been given to the contents and methods of writing education that reflect individual learners’ writing skill level, actual writing process, etc. Recognizing these problems and as an effort to develop writer centered writing education methods, this study purposed to propose: 1) expression centered writing education method; and 2) idea arrangement centered writing education method. In addition, this study suggested specific methodologies applicable to writer centered writing education methods including conceptual structure diagramming method that can contribute to the internal unity of texts, and Francis Christensen method that can contribute to the external consistence of texts.

사용자 중심의 문법 기술을 위한 문법 교육 내용 재구조화 방안 모색

오현아(Oh, Hyeon-ah) 강원대학교 국어교육과 2016 語文學報 Vol.36 No.-

Recognizing that the contents o f grammar education need to be restructured and described in a way o f supporting learners,and teachers’ understanding o f grammar, this study purposed to identify problems in the current description o f the contents o f grammar education and to suggest methods o f restructuring the contents of grammar education for usercentered grammar description. For these purposes, Chapter II itemized problems in the existing description o f the contents of grammar education into: 1) linear description from small linguistic units to large linguistic units; 2) description of grammatical contents focusing on concepts o f sub-classification; and 3) fragmentary presentation o f the contents of grammar education. In order to cope with these problems, Chapter III suggested methods o f usercentered restructuring o f the contents o f grammar education as follows: 1) recursive description centering on sentence units; 2) description o f grammatical contents centering on major grammatical concepts; and 3) consecutive presentation o f the contents o f grammar education. This discussion is a process for exploring the possibility to teach and learn grammatical concepts, which are on the boundary between morphology and syntax, consecutively centering on combinable major grammatical concepts, instead o f describing the contents o f grammar education centering on academic linguistic units o f morphology and syntax. This effort w ill be more meaningful in the process o f concretizing a combinable list o f major grammatical concepts that can be dealt with consecutive on the boundary between morphology and syntax, and relevant discussions may be made in future research.

재외동포 현지 교과로서의 ‘조선어’ 교과의 복합적 위상 분석 연구를 위한 시론

오현아(Oh, Hyeon-ah),오지혜(Oh, Ji-hye),진가연(Jin, Ka-yeon),신명선(Sin, Myeong-seon) 국어국문학회 2016 국어국문학 Vol.- No.177

이 연구에서는 재외동포 현지 교과인 ‘조선어’ 교과의 복합적 위상을 ‘모국어 교과’, ‘분단 상황에서의 중간자적 언어 교과’, ‘재외동포 현지 교과’ 차원으로 구분하여 그 실태를 종합적으로 파악하여 비교·분석하는 연구의 필요성을 제기하고자 하였다. 첫째, ‘조선어’ 교과는 ‘모국어 교과’로서의 위상을 지닌다. 중국 내 공용어로서의 ‘중국어’와 모국어인 ‘조선어’의 위상에 관한 것으로, 이를 위해서는 먼저 공용어인 ‘중국어’와 모국어인 ‘조선어’에 대한 조선족의 인식 실태 조사를 학생, 학부모, 교사, 교육 행정가 등을 대상으로 실시해 볼 필요가 있다. 그리고 조선어 교육과정과 교과서의 사적 고찰을 통해 ‘조선어’ 교육이 어떠한 변화를 겪어왔는지에 대해 분석해 볼 필요가 있다. 이러한 현지 모국어 교육의 역사적 기술은 북미, 일본, 러시아 지역의 현지 모국어 교육의 역사적 기술로 확장될 가능성이 농후하다고 할 수 있다. 둘째, 조선어 교과는 ‘분단 상황에서의 중간자적 언어 교과’로서의 위상을 지닌다. 개혁 개방, 중․한 수교 이전 중국의 조선어 교육은 실제적으로 북한어의 영향을 많이 받아왔으나 개혁 개방, 중․한 수교 이후에는 남한어의 영향이 점차 증가하는 방향으로 진행되어 왔다. 따라서 ‘북한어’와 ‘남한어’ 사이의 ‘조선어’에 대한 조선족의 인식 실태 조사를 학생, 학부모, 교사, 교육 행정가 등을 대상으로 실시해 볼 필요가 있다. 그리고 남북한의 교육과정과 교과서와의 비교 고찰을 통해 조선어 교육에서의 남한의 국어교육과 북한의 국어교육의 영향 관계를 분석해 볼 필요가 있다. 이를 통해 특정 시기 재외동포의 현지 모국어 교육의 역사적 기술이 가능하며, 현재 ‘남한어’와 ‘북한어’ 사이 ‘조선어’의 중간자적 지정학적 위상을 명확히 파악할 수 있을 것으로 기대된다. 셋째, 조선어 교과는 ‘재외동포 현지 교과’로서의 위상을 지닌다. 현재 국립국제교육원, 재외동포재단 등에서 재외동포 대상의 한국어교육을 위한 교재들을 배포하고 있으며, 온라인 학습콘텐츠를 제공하고 있다. 그러나 현지 사정을 고려하지 못한 공급자 중심의 교재 제작으로 이들은 현지에서 제대로 활용되고 있지 못하다. 따라서 재외동포용 한국어 교재 개발에 참여했거나 한국어교육의 실행 주체인 한국어 교사를 대상으로 ‘한국어’에 대한 한국어교육 전문가의 인식 조사가 진행될 필요가 있다. 이를 통해 향후 재외동포를 위한 한국어 교재 개발의 제안 사항이나 주의 사항을 도출해낼 수 있을 것으로 기대된다. In this study, the complex status of ‘the Joseon language’ curriculum, which is a local curriculum of overseas Koreans, is divided into ‘the native language subject,’ ‘the mediator language subject in the divisional situation’ and ’the local language subject for overseas Koreans’ and this study attempted to comprehensively examine the actual status to raise the need for research of comparison and analysis. First, ‘the Joseon language’ has a status as a ‘native language subject.’ It is necessary to check the status of ‘Chinese’ as the official language in China and ‘the Joseon language’ as the mother tongue. For this purpose, it is necessary to conduct a survey on Korean‐Chinese’s perception of “the Chinese language” as the official language and “the Joseon language” as the mother tongue to students, parents, teachers and educational administrators. And it is necessary to analyze what kind of changes ‘the Joseon language education’ has undergone through the chronological study of Joseon language curriculum and textbooks. It is possible that the historical descriptions of the local native language education are likely to expand to those of the local native language education in North America, Japan and Russia. Second, the Korean language subject has a status as ‘a mediator language subject in the situation of division.’ The Korean language education in China before China’s reform, opening and signing a treaty of amity with Korea was actually influenced by the North Korean language. However, it can be said that after China’s reform, opening and signing a treaty of amity with Korea, the Korean language education in China has been influenced by the South Korean language gradually. It is necessary to conduct a survey on Joseon people’s perception of ‘the Joseon language’ in between ‘North Korean’ and ‘South Korean’ for students, parents, teachers, and education administrators. It is necessary to analyze the influencing relationships between South Korean language education and North Korean language education through a comparative study with the curriculum and textbooks of North and South Korea. Through this, it is possible to historically describe the local native language education for overseas Koreans at a certain time, and it is expected that it can clearly grasp the mediator geopolitical status of ‘the Joseon language’ between ‘South Korean’ and ‘North Korean.’ Third, the Joseon language curriculum has a status as a ‘local curriculum for overseas Koreans.’ Currently, the National Institute for International Education and the Overseas Koreans Foundation are distributing teaching materials for Korean language education for overseas Koreans and provide online learning contents. However, it is not well utilized locally due to the supplier‐oriented textbook production that does not consider local circumstances. Therefore, it is necessary to investigate Korean language education specialists’ recognition of ‘the Korean language’ who have participated in the development of Korean textbooks for overseas Koreans or who have been involved in the Korean language education. It is expected that it will be able to derive suggestions and cautions for the development of Korean textbooks for overseas Koreans in the future.