기초 문식성 함양을 위한 한글책임교육 정책의 성과와 지향점

Abstract

The purpose of this study is to diagnose the achievements of the Responsible Hangul Education policy, and to explore the necessary policy supplements or future directions to support the cultivation of basic literacy. In order to diagnose the achievements of the Responsible Hangul Education policy, the progress and major achievements so far were analyzed by dividing them into national-regional-school aspects and ground conditions for Responsible Hangul Education-diagnosis tools-teaching and learning materials. First of all, I divide the results of responsible Hangul education into national- regional-school aspects, at the national level, the continuous expansion of Hangul education hours, reinforcement of Hangul education contents, development and dissemination of materials(Hangul Tobaktobak, chanchan Hangul) for Hangul responsible education, development of distance learning contents for teachers, dissemination of high-quality reading materials, etc. At the local level, there are various plans for and support for students who do not understand Korean, the preparation of curriculum considering local conditions, and training for teachers in cities and provinces. At the school level, there are various approaches to reduce the burden of learning Korean for students, the operation of small-scale supplementary guidance programs, and the operation of customized curriculum for 1st and 2nd graders. Next, it was possible to explore some complementary points to improve the completeness of the Responsible Hangul Education education policy. At the national level, it is necessary to promote the quality of Responsible Hangul Education, upgrade diagnostic tools for learning Hangul, and systematize training to strengthen the Responsible Hangul Education competency of prospective teachers. At the local level, in order to establish and promote a regionally specialized implementation plan, collect practical data on Hangul education, improve support measures for Responsible Hangul Education for schools, and overall trends such as the flow of talent development and the latest training techniques to strengthen local teachers’ Hangul education competency. Attention should be paid to trend identification and training. At the school level, efforts must be made to improve the operation of school and class curriculum for Responsible Hangul Education, support proper time Hangul Education, and strengthen school-family linkages for Hangul education.