광복 이후 옛 소련 고려인의 초등 조선어 문법 교재 분석(1) - 『조선어 교수 강령 조선 소학교 Ⅰ-Ⅳ학년』(1949), 『조선말본(제 이학년용)』(1949), 『조선말본(제 삼학년용)』(1949), 『조선말본(제 사학년용)』(1949)를 중심으로

다국어 초록 (Multilingual Abstract)

This study attempts to identify the characteristics of elementary Korean grammar education in the former Soviet Union at the time when ethnic language education was banned in 1939 and revived at the end of the 1940s, focusing on the elementary Korean grammar textbooks by former Soviet Koreans, “Jo-Seon-Mal-bon(Korean Grammar) (for Second Grade)” (1949), “Jo-Seon-Mal-bon(Korean Grammar) (for Third Grade)” (1949), and “Jo-Seon-Mal-bon(Korean Grammar) (for Fourth Grade)” (1949) by the same author, Kim Byungha, and “Korean Language Teaching Guidelines for Soviet-Korean Elementary Schools (Grades I-IV)” (1949).
To this end, Chapter 2 examines the revival of national language education in 1949 after the Soviet Union’s 1938 ban on ethnic language education through the teaching guidelines, “Korean Language Teaching Guidelines for Soviet-Korean Elementary Schools (Grades I-IV)” (1949), and elementary grammar textbooks, “Jo-Seon-Mal-bon(Korean Grammar) (for Second Grade)” (1949), “Jo-Seon-Mal-bon(Korean Grammar) (for Third Grade)” (1949), and “Jo-Seon-Mal-bon(Korean Grammar) (for Fourth Grade)” (1949).
Then, in Chapter 3, I analyze the characteristics of elementary Korean grammar textbooks for Soviet-Korean speakers in the former Soviet Union after the liberation of Korea. 1) Learner dimension: learner-centered textbooks that consider the learning burden of each grade; 2) Educational content dimension: textbooks that inherited the grammar tradition of Kim Gyusik(1909), Ju Sigyeong(1910), Kim Doobong(1916, 1922) and Lee Sangchun(1925); and 3) Educational method dimension: textbooks that actively utilized everyday examples.