국어교육의 북한어 이해 교육에 대한 비판적 검토
A Critical Review on Education for Understanding of North Korean Language in Korean Education
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This study reviews curriculums and textbooks used in education for understanding of North Korean language currently implemented in language education of Republic of Korea, or simply South Korea, in preparation of reunification of the two Koreas. Presently, in the education for understanding of North Korean language, the education for reunification being conducted based on integrated curriculum of low grades of elementary schools is not organically connected with later education of Korean language. Contents regarding North Korean language are dealt with in ‘Korean Language’ in middle school and elective subjects of high school, ‘Korean Language II’ and ‘Reading and Grammar’ and, in terms of composition of textbooks, the rate in which contents related to North Korean language are included in the text of ‘Korean Language’ in middle school and ‘Korean Language II’ in high school stays only about half of the target textbooks analyzed, showing that the importance of education for understanding of North Korean language is not much emphasized. In addition, clear education goal was not established for education for understanding of North Korean language and, in education contents, the focus was mainly on language rules and the difference of vocabularies. Based on the review contents, it is necessary to establish goals of education for understanding of North Korean language in such as way that proper perception on reunification and constructive attitudes can be cultivated toward the direction of desirable development of Korean language education after reunification rather than knowledge-focused education on the difference of language of the two Koreas. Especially, as young generations have different ideas and perceptions on the necessity of reunification, emphasis should be placed more on values and attitude than on simple language education. Besides, education contents should include what will be practically necessary in communication context after the reunification, prime example for which would be difference of speech revealed by the study on ‘New villagers’ or North Korean defectors. Lastly, learning activities also should be specifically organized so that students can understand reunification naturally.
Abstract
This study reviews curriculums and textbooks used in education for understanding of North Korean language currently implemented in language education of Republic of Korea, or simply South Korea, in preparation of reunification of the two Koreas. Presently, in the education for understanding of North Korean language, the education for reunification being conducted based on integrated curriculum of low grades of elementary schools is not organically connected with later education of Korean language. Contents regarding North Korean language are dealt with in ‘Korean Language’ in middle school and elective subjects of high school, ‘Korean Language II’ and ‘Reading and Grammar’ and, in terms of composition of textbooks, the rate in which contents related to North Korean language are included in the text of ‘Korean Language’ in middle school and ‘Korean Language II’ in high school stays only about half of the target textbooks analyzed, showing that the importance of education for understanding of North Korean language is not much emphasized. In addition, clear education goal was not established for education for understanding of North Korean language and, in education contents, the focus was mainly on language rules and the difference of vocabularies. Based on the review contents, it is necessary to establish goals of education for understanding of North Korean language in such as way that proper perception on reunification and constructive attitudes can be cultivated toward the direction of desirable development of Korean language education after reunification rather than knowledge-focused education on the difference of language of the two Koreas. Especially, as young generations have different ideas and perceptions on the necessity of reunification, emphasis should be placed more on values and attitude than on simple language education. Besides, education contents should include what will be practically necessary in communication context after the reunification, prime example for which would be difference of speech revealed by the study on ‘New villagers’ or North Korean defectors. Lastly, learning activities also should be specifically organized so that students can understand reunification naturally.
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