초등 어휘 지도 내용 변천 연구

Abstract

These days, many people point out that students' knowledge of vocabulary seems to be lacking. Considering this issue, we may assume that the Korean education curriculum system does not have an effective program or well-established targets for systematically teaching vocabulary, since the problem is perceived to exist. Previously, we covered the Korean curriculum from 1954 to 2007. We studied the curriculum characteristics of each period within this time frame, and how it has changed throughout the years. From this investigation, it has become evident that the Korean curriculum does not adequately address the matter of vocabulary teaching. This area is lacking in content that is well organized and planned to meet the goal of improving students' vocabulary. Therefore, we may identify this as a factor contributing towards the commonly perceived shortcomings in students' lexical cognition. When we develop the Korean curriculum and associated materials, we should endeavor to include essential vocabulary in the teaching context. Basically, we have to establish a formal goal for teaching a specific group of words that are related to and required by the lesson context. This will be helpful for improving the students' Korean ability.