전후(戰後) 교육 재건 모델로서의 통신학교 국어교육

Abstract

This dissertation examines the substance of Korean language education at correspondence school, which has not received much attention in the historical research of Korean language education, by discovering and verifying 1-12 volumes of Chung-ang Correspondence Middle and High School’ textbook 『Transcript of Chung-ang Lectures』. Through this, the purpose of this study is to examine the status of correspondence education as a model for reconstruction of post-war education and characteristics of Korean language education. In order to properly understand the post-war correspondence school aspects of Korean language education, it is necessary to review representative correspondence schools and lecture records at the time. In this thesis, the analysis targets 1-12 volumes of 『Transcript of Chung-ang Lectures : Middle School,』 published by the Central Communication Middle and High School. There are three reasons. First, the Chung-ang Correspondence Middle and High School is a correspondence education institution with a long history. Second, the social credibility of the 『Transcript of Chung-ang Lectures 』 published here is very high. Third, through this communication textbook, it is possible to understand the Complexity of Korean language education in the post-war correspondence school. Accordingly organize the learning content of the 'Korean section’, contained in twelve of the 『Transcript of Chung-ang Lectures : middle school』 by grade level. The results of comparison and analysis with six national textbooks 『 Middle School Korean』 compiled based on the first curriculum (implemented in March 1956) are summarized as follows. First, Volume 12 of 『Transcript of Chung-ang Lectures: middle school』 emphasizes the nature of the tool curriculum of Korean language education, but the possibility of learning about the practicality of language use function is low. Second, 『Transcript of Chung-ang Lectures: middle school 』 12 volumes are composed of the contents and form of transferring ‘Korean language knowledge’ as a specialized subject, which is strengthened through the evaluation system. Third, the Korean language education of the correspondence school is not a supplementary education that compensates for the lack of learning in the regular curriculum, but is a Combining education model for national reconstruction that acquires and transfers knowledge of the language and culture of the nation state through a semi-institutional form. As such, Chung-ang Correspondence Middle and High School, which has provided correspondence education from 1946 to the 1960s through the Transcript of Chung-ang Lectures, was a semi-institutional educational institution. This played a mediating role in connecting self-taught scholars who did not receive secondary education after the war with institutional education. It functioned as a Combining model to support the reconstruction of education in postwar society.