한국어 표준 교육과정의 텍스트 영역 특성 연구

Abstract

This study examines the characteristics of the text area of the Korean standard curriculum as a foreign language through the review of the internal system of the curriculum and its comparison with other curricula. Chapter 2 investigates how the text area is set up in the course of developing the curriculum, and chapter 3 compares and reviews Korean standard curriculum as a foreign language and Korean language-related curricula in which text is set as a component of the content system. The status of the text area in the Korean standard curriculum as a foreign language appears to change in the curriculum development process, but this is only a change in the normal position of the curriculum, and what is actually dealt with is limited to the aspect of educational materials. Looking at the way text area is organized in three ways, text items selection, text grade, and text classification, there are some problems in each part, but particularly with regard to text classification, it is necessary to review it in various directions such as terminology, characteristics of categories, and relationships among categories. Among Korean language- related curricula, the KSL curriculum appears simple, without the type classification of text. On the other hand, the reading curriculum of the Korean as a foreign language combines the text type and the structural knowledge of the text necessary to understand the text, while the Korean language curriculum presents text items as educational materials and content elements for text type education according to the characteristics of the language use area. In the case of the Korean standard curriculum as a foreign language, more diverse approaches are needed to educationally implement the functions of text in language education.