文法敎育의 本有的 경험 구조에 대한 一考－‘文法認識 經驗’의 세 차원(現象, 知識, 學習)을 중심으로－

Abstract

A Study on the Innate Experience Structure of Grammar Education Nam, Ka-young Regarding to current problematic practices in grammar education, we should go back to the start point and investigate the issue as follows: which experience could and should grammar education give students fundamentally? Then we should closely examine structure and qualities of the experience which grammar education could and should give. Investigating and examining grammar as a system of meaning potentials deep inside the text is the core experience which grammar education should target on. However, this experience is multidimensional and complex entity, in other words, it is ontologically present as a ‘phenomenon’, as a ‘knowledge’, and also as a ‘learning’. Therefore, if we plan to design grammar education, first of all, we should examine its aspects closely. That is to say, each aspect of it is closely connected each other, and has an effect on each other, then for giving a pedagogically significant learning experience to students in grammar education, we should consider its other aspects such as a phenomenon and as a knowledge synthetically.