한글책임교육에 대한 교사의 인식 연구 - 한글 해득 진단 도구를 중심으로 -

Abstract

The purpose of this paper is to examine teachers’ perceptions of responsible Hangul education and to check the implementation pattern of responsible Hangul education. First, the contents and scope of responsible education for Hangeul were examined and the characteristics of the diagnostic tool were explored. As a result of the analysis, it was necessary to expand the range of responsible Hangul education, and it was found that <Hangeul Tobaktobak>, a diagnostic tool, plays an important role in responsible Hangul education. The results of surveying teachers’ perceptions of responsible education in Hangul by the questionnaire method are as follows. Many teachers thought that responsible Hangul education should be done at the level of literacy. And they answered that <Hangul Tobaktobak> has the advantage of providing specific information and accurately diagnosing the student’s level, but it takes a long time for diagnosis and has disadvantages in that it is difficult to make a web-based diagnosis due to the characteristics of first-year students. And using <Hangeul Tobaktobak>, teachers’ wanted to diagnose sentence comprehension, writing and reading fluency in a wider range than the current range. Many teachers think that <Hangeul Tobaktobak> needs to be supplemented, but few teachers have used other Hangul diagnostic tools. In addition, they answered that it was inconvenient to use the corrected educational materials after diagnosis. Lastly, they answered that additional manpower support, various types of diagnostic tools and correction educational materials, customized teacher training, and revitalization of home-linked learning are necessary in order to make Korean responsible education substantial.