제1차 국제학술대회 ; 미군정기 검인정 중등 문법 교과서의 문법 지식 체계 구조화에 대한 시론

오현아 ( Hyeon Ah Oh ) 국어교육학회 2012 국어교육학연구 Vol.45 No.-

The objectives of this study were to review historically grammar textbooks published through authorization by the government and to show the necessity for research to structure the grammatical knowledge system presented in textbooks, focusing on grammatical education in Korean language education conducted under the rule of the U.S. military government after the Liberation and before the establishment of the Government of the Republic of Korea. In Korean language education after the Liberation, it was difficult to solve at once all problems related to the national curriculum, school system, textbooks, teaching methods, etc. established under the rule of Japanese imperialism, which had promoted the spread of the Japanese language and the shrinkage and removal of the Korean language. Accordingly, research on Korean language textbooks after the Liberation has an important meaning in that it is closely connected to the establishment of the Korean language curriculum and the fundamental framework of Korean language education. Previous studies on Korean language education during this pe국어교육학연구45_riod can be divided into the longitudinal dimension and the horizontal dimension of Korean language education history. Studies in the longitudinal dimension include: ①studies on the formation of the Korean language curriculum and the development of its curricular characteristics(Park Yeong mok, Min Hyeon sik, Kim Jong cheol et al., 2005; Yoon Yeo tak et al., 2006; Oh Hyeon ah, 2011); ② studies on changes in materials included in Korean language textbooks(Jo Hee jeong, 2005a; Jo Hee jeong, 2005b; Jo Hee jeong, 2005c; Seo Myeong hee & Jo Hee jeong, 2006a; Jo Hee jeong & Seo Myeong hee, 2006b; Lee Myeong chan, 2008) and ③studies on changes in the bibliography, unit system and contents of textbooks(Jo Hee jeong, 2011) and on changes in the content areas of the Korean language(Yoo Ok soon, 1995; Ko Yeong geun, 2001; Choi Ho cheol, 2008). Among studies in the horizontal dimension, Choi Hyeon seop(1990) analyzed the materials of novels in textbooks authorized during the period of the U.S. military government, Heo Jae yeong(2005) analyzed secondary Korean language textbooks during the period of the U.S. military government until the announcement of the 1st National Curriculum in 1956, and Jeong Jin heon(2005) studied the types and patterns of traditional fairytales in elementary textbooks focusing on the period of syllabus. Through this study, we found that advanced discussions on the history of Korean language education have not been sufficient and, in particular, discussions on the history of Korean language education in the horizontal dimension have been quite insufficient. Thus, recognizing the problem that studies on Korean language textbooks since the Liberation became crucial foundation for the es국어교육학연구45_tablishment of the identity and framework of the Korean language curriculum under the government led National Curriculum, this study, as preliminary research before full scale studies to restructure the grammatical knowledge system described in grammar textbooks, limited the scope of research to the period of the U.S. military government until the establishment of the Government of the Republic of Korea in the horizontal dimension of Korean language education history and discussed the geopolitical position of such studies in Korean language education and grammatical education and how the grammatical knowledge system can be structured.

문장부호 느낌표 도입의 사적 고찰에 대한 시론 - 근대 잡지 <창조> 창간호를 중심으로 -

오현아 ( Oh Hyeon-ah ) 한말연구학회 2018 한말연구 Vol.- No.48

This study attempted to explore the reason why the theory of the issue in relation to whether the exclamatory sentence is to set up independently separated from the declarative sentence exists from the traditional grammar techniques to the modern grammar and school grammar through examining the use of exclamation mark in punctuation marks in the process of introducing modern Western punctuation marks. In Chapter 2, this study graphically attempted to present a case where there is a disagreement in judgment of sentence type of exclamatory sentence, and discuss the educational issue of the sentence type of exclamatory sentence in elementary and secondary education by dividing the factors affecting the setting of the sentence type of exclamatory sentence into 1) meaning dimension: the intention of the speaker, 2) morphological dimension: exclamatory final ending, and being accompanied by exclamation mark, and 3) realization dimension: the intonation issue and the issue of using the exclamation mark in punctuation marks. And in Chapter 3, this study examined the use of punctuation marks analyzed the use of the exclamation mark introduction of punctuation marks at that time, focusing on the first issue of “Changjo (1919),” a magazine in the 1920s when punctuation marks were widely used after Ridel's Grammaire Coreenne (1881), which refers to the punctuation mark among domestic grammar books for the first time, and "Joseon Language Grammar (1925)” by Lee Sang-chun who mentioned the punctuation mark for the first time among our scholars. Through this, this study attempted to reveal the historical context in which there is a disagreement about the problem of the separate setting of the sentence type of exclamatory sentence as well as the change from the punctuation mark rule of the written language centered to that of the spoken language centered.

선어말어미 - 시 - 의 문법 교육 내용 검토

오현아(Oh, Hyeon-Ah) 강원대학교 인문과학연구소 2014 인문과학연구 Vol.0 No.40

본고에서는 일상 언어에서 청자 높임의 기능을 하는 선어말어미 ‘-시-’의 사용을 주체 높임으로만 한정하여 볼 것인가 아니면 청자 높임 기능까지 확장하여 볼 것인가라는 문제의식 아래 7차 국정 문법 교과서와 2009 개정 교육과정에 따른 독서와 문법 교과서를 대상으로 선어말 어미 ‘-시-’관련 교육 내용을 검토하였다. 그리고 선어말 어미 ‘-시-’관련 교육 내용을 1) 주체 높임 한정 기술, 2) 상대 높임 종결 어미와의 결합 양상 설명 부재, 3) ‘-시-’의 중복적인 서술어 결합 양상 설명 부재로 특성화하여 기술하였다. 이상의 논의를 통해 본고에서는 실제 언어 사용 양상 중심의 선어말어미‘-시-’의 교육 내용을 재구성할 것을 제안하고자 한다. 첫째, 주체 높임에 한정된 선어말어미 ‘-시-’의 기능을 언중들의 실제 언어 사용 양상에서의 화자의 의도를 존중해 청자 높임 기능까지 확장 기술한다. 이때, 여격과 호응을 이루는 청자 높임의 기능과 호칭어와 호응을 이루는 청자 높임 기능을 구분해 기술할 수도 있다. 둘째, 선어말어미 ‘-시-’의 결합 여부에 따른 상대 높임 등급을 분화해 제시할 필요가 있다. 그리고 상대 높임 등급 중 ‘해체’와의 선어말 어미 ‘-시-’의 결합형에 따른 일반적인 높임 기능과는 다른 낮춤과 비꼼의 기능에 대해서 제시할 필요가 있다. 교육인적자원부(2002), 박영목 외(2012), 윤여탁 외(2012)에서는 선어말어미 ‘-시-’ 결합형으로 ‘하오체’, ‘해요체’만 제시되고, 이남호 외(2012), 이삼형 외(2012)에서는 선어말어미 ‘-시-’ 결합형이 일체 제시되지 않아 일관된 기술이 필요하다. 셋째, 하나의 문장에 서술어가 여러 개 등장하는 경우 ‘-시-’의 중복적인 결합에 대해 명시적으로 기준을 제시할 필요가 있다. 현재 표준 언어 예절의 진술은 언중들을 혼란스럽게 할 여지가 있다. 또한 이러한 ‘-시-’의 중복적인 서술어 결합 양상에 대해서 교육인적자원부(2002 : 176)에서 높임의 정도와 관련한 탐구활동으로만 다루고 있을 뿐, 2009 개정 교육과정에 따른 교과서 박영목 외(2012), 윤여탁 외(2012), 이남호 외(2012), 이삼형 외(2012)에서는 다루고 있지 않아 이에 대한 문법 교육 내용 마련이 필요하다. Taking issue on whether we should limit the use of the prefinal ending -si-, which has a function of hearer honorification in ordinary language, only to subject honorification, or extend its function up to hearer honorification, this paper reviews the educational contents related with this prefinal ending in the 7th national grammar textbook and the reading and grammar textbooks published by the 2009 Revised Curriculum. In particular, describing the educational contents related with the prefinal ending -si-, this paper pays attention to 1) the subject honorification limited description, 2) lack of the account of the aspects of the combination between this prefinal ending and the hearer-honorific final ending, 3) lack of the account of the aspects of the overlapped combination between the prefinal ending and predicates. With such discussion, this paper proposes that the educational contents about the prefinal ending -si- be reorganized from aspects of the actual use of language. First, the functions of -si-, which have been limited to subject honorification, are extended up to hearer honorification with the observation of language users’ intention in their actual language use. Here, describing this prefinal ending, one can divide its hearer honorification function into its agreement with dative arguments and agreement with vocative elements. Second, the hearer honorification levels need to be more ramified on the basis of the occurrence of the prefinal ending -si-. In addition, the prefinal ending’s functions of humbling and sarcasm, which are different from common honorification functions, due to the combination between the prefinal ending and the hearer honorification level represented by the final ending ?eo. Considering that only the hearer honrification levels represented by ?o and ?eoyoare presented in the Ministry of Education and Human Resources 2002, Park et al. 2012, and Yun et al. 2012, while no forms combined with -si- is ever shown in N-H Lee et al. 2012 and S-H Lee et al. 2012, a consistent description is desirable. Third, when multiple predicates occur in a sentence, a clear criterion should be presented on the repetitive combinations of -si-. The current statement in the standard language manners is likely to confuse language users. Also, as for such repetitive combinations of -si- with predicates, since Park et al. 2012, Yun et al. 2012, N-H Lee et al. 2012, and S-H Lee 2012 does not deal with them in accordance with the 2009 Revised Curriculum, but only the Ministry of Education and Human Resources (2002:176) addresses them in explorative activities related with the levels of honorification, we need to provide the contents of grammar education related with this issue.

에듀테인먼트 콘텐츠로서의 문법 교육 내용의 이야기화 모델 탐색

오현아 ( Hyeon Ah Oh ) 한국어교육학회(구 한국국어교육연구학회) 2012 국어교육 Vol.0 No.138

As an effort to explore storytelling models for the contents of grammar education as edutainment contents, Chapter II of this paper presented the background of inquiry into the contents of grammar education as edutainment contents, dividing it into: 1) changes in learners; 2) changes in the view of knowledge; and 3) changes in the view of education. In addition, Chapter III proposed a quest storytelling model centering on passive and causative expressions and a character storytelling model centering on compound words and derivative words in order to explore storytelling models for the contents of grammar education. The discussion of this study may be criticized for "inefficient" presentation of grammar education contents in metaphoric ways that require learners` inference and interpretation while such contents can be conveyed rather "efficiently" in definite and straightforward ways. It is fully acceptable that inquiry into storytelling models for grammar education contents as edutainment contents is in connection to the pattern of metaphoric presentation of grammar education contents. However, it is not acceptable to say that metaphoric presentation of grammar education contents is "inefficient" in learners` process of organizing the contents of grammar education. Thus, this study finds its meaning in that it suggested the necessity of storytelling for the contents of grammar education as edutainment contents and proposed practical storytelling models for the contents of grammar education, and expects further full-scale discussions on the educational effectiveness of the metaphoric presentation of grammar education contents.

통사 구조 중심의 `서술어의 자릿수` 개념 관련 문법 교육 내용 재구조화 방안 모색

오현아 ( Oh Hyeon-ah ) 한국어교육학회(구 한국국어교육연구학회) 2016 국어교육 Vol.0 No.155

From a critical perspective of the fact that the concept of `places of predicates` is used only limitedly for subdividing predicates into `one place, two place, and three place predicates` in the part where grammar education explains `predicate` among other sentential constituents, the purpose of this study is to explore a measure for make successive extension of the concept to related grammatical concepts related to syntactic structures to restructure it in a way that one can promote language users` understanding of grammar. For this purpose, Section 2 takes a general linguistic approach to the `concept of places of predicates` with the concepts of `arguments` and `valency`. Section 3 takes a Korean linguistic approach to the `concept of places of predicates` in terms of `arguments,` `places of predicates,` `intransitive, transitive, and ergative verbs,` and `sentence patterns.` Section 4 analyzes the methods of presenting grammar education contents related to the concept of `places of predicates` in subsections for `places of predicates` and `intransitive and transitive verbs.` Furthermore, this paper presents a measure for restructuring grammar education contents related to the concept of `places of predicates` by dividing them into levels of basic concepts and deepened concepts on the basis of syntactic structures.

학습자 중심 작문 평가 결과 제시 방식에 대한 고찰

오현아 ( Oh Hyeon-ah ) 한국작문학회 2011 작문연구 Vol.0 No.12

작문 평가는 학생 필자가 작성한 텍스트를 평가하여 작문 학습과 관련된 정보를 수집하는 일이다. 이 과정에서 교사는 작문 평가의 주체인 평가자인 동시에 작문 평가를 통해 얻은 학생 필자와 학생 필자가 생산해낸 텍스트에 대한 평가 정보를 학생에게 제공하는 정보 제공자의 역할을 하게 된다. 따라서 정보제공자로서 교사는 학생 필자에게 어떠한 방식으로 작문 평가 결과를 제시하는 것이 효과적일 것인가에 대한 방법론적인 모색을 할 필요가 있다. 그러나 기존의 작문 평가 연구는 학습자에게 작문 평가 결과를 어떻게 제시할 것인가의 문제에 대해 분석적 평가, 총괄적 평가 이상을 제시하지 못하고 있는 상황이다. 이 지점에 주목해 이 연구에서는 학습자가 자신의 텍스트 결과물이 빨간 펜에 의해 검열 혹은 교정의 대상으로 다루어지고 있다는 정서적인 불편함을 느끼지 않으면서도 자신의 작문 평가 결과를 충분히 이해하고 이후의 작문 과정에 활용할 수 있는 학습자 중심 작문 평가 결과 제시 방식의 원리로, (1) 소통성의 원리, (2) 발달성의 원리, (3) 은유성의 원리, (4) 학습자 사고 촉진성의 원리(각인성의 원리), (5) 학습자 자기 주도성의 원리의 다섯 가지를 제시하였다. 그리고 이러한 학습자 중심 작문 평가 결과 제시 방식의 한 사례로 은유적 평가 결과 제시 방식의 양상을 제시하고 이를 통해 은유적 평가 결과 제시 방식의 지향점과 이 평가 결과 제시 방식이 학생 필자에게 미친 영향을 통해 그 가능성을 모색해 보고자 하였다. 물론 이러한 은유적 평가 결과 제시 방식에서는 학생 필자의 평가 결과 해석 과정이 요구되며 이 과정에서 잘못된 해석의 가능성이 존재한다. 또한 학습자가 많은 교실 상황에서는 일반화해 적용하기는 어렵다는 제한점이 있다. 그러나 학습자를 배려한 새로운 작문 평가 결과 제시 방식의 가능성을 타진하고 이를 통해 작문 평가 결과 제시 방식에 대한 새로운 모색의 장을 열었다는 점에서 이 연구에 의의를 두고자 한다. Writing assessment is a process evaluating texts composed by student writers and collecting information related to writing learning. In the process, the teacher plays the role not only as an assessor who performs the evaluation but also as an information provider who provides the students with information on the student writers and the assessment of texts produced by the student writers obtained through writing assessment. Accordingly, the teacher as an information provider needs to make methodological research on how to present the results of writing assessment effectively to student writers. However, previous studies on writing assessment have not gone beyond analytical and comprehensive assessment concerning how to present the results of writing assessment to learners. Taking note of the problem, this study suggested five principles for the learner centered presentation of writing assessment results, aiming that learners may understand the results of writing assessment fully and utilize them in subsequent writing without emotional discomfort from the feeling that their writings are censored or corrected by a red pen. The five principles suggested are: (1) principle of communications (2) principle of development; (3) principle of metaphor, (4) principle of learner’s thinking promotion; and (5) principle of learner’s self-direction. In addition, as a case of learner centered presentation of writing assessment results, we suggested a pattern for the metaphoric presentation of assessment results, and discussed the possibility of metaphoric presentation by examining its objectives as well as its effects on student writers. Of course, the metaphoric presentation of assessment results also requires the process of interpreting assessment results of student writers and there can be misinterpretations in the process. Moreover, the presentation method has a limitation in applying to a class with a large number of students. Nevertheless, this study is considered meaningful in that it explored new learner centered methods of presenting writing assessment results and discussed their potential.

미군정기 검인정 중등 문법 교과서의 품사 설정과 분류 문제 연구(1)

오현아(Oh, Hyeon-ah) 국어국문학회 2016 국어국문학 Vol.- No.175

This study purposed to discuss the establishment and classification of parts of speech in individual grammar textbooks as an effort to get a macroscopic view on the characteristics of grammar description methods in individual grammar textbooks from the perspective of the structuring of the grammar knowledge system using authorized grammar textbooks during the period of the U.S. military government before the Unitary Grammar and the foundation of the government the Republic of Korea. The theory on parts of speech was one of main research themes of the Korean language in the past, but it is not spotlighted much in recent Korean language studies. Because part‐of‐speech classification is outcome representing individual grammarians’ view of language and grammar, however, it is essential to make thorough discussions on parts of speech for starting analysis on individual grammatical categories. Under the 7th National Curriculum, what is more, authorized textbooks of ‘reading/grammar’ are used in the field of education as an advanced optional subject based on the 2011 and 2015 revised curriculums, and authorized textbooks of ‘language and media’ are about to be developed. In this situation, this study chose grammar textbooks because they are the last national textbooks in the modern curriculum period. The process of actual analysis was divided into: 1) the level of part‐ofspeech classification; and 2) the level of individual part‐of‐speech description. Part‐of‐speech classification was again divided into postposition establishment, i‐predicative particle establishment, existential predicate establishment, conjunction establishment, and predicative particle establishment, and individual part‐of‐speech description into verb, adjective, postposition, i‐predicative particle, existential predicate, conjunction, and predicative particle problems. Due to the limit of space, this thesis was limited to problems in the part‐of‐speech description of ‘verb’ as follows: 1) morphological changes in the use of verbs; 2) morphological changes according to ending; 3) morphological changes according to predicative; 4) morphological changes according to subjunctive; 5) information on verb use according to the use of irregular conjugation; 6) stem supplements of verbs; 7) auxiliary verbs; 8) intransitive and transitive verbs; 9) time indication; 10) causative/passive forms; and 11) honorific and humble words. Since the Liberation, interest in the Korean language and grammar was raised high, and in the special situation under the rule of the U.S. military government, grammar was described in various ways in authorized textbooks. Thus, research on part‐of‐speech establishment and classification in secondary grammar textbooks during the period of the U.S. military government is expected to contribute to the effective exploration of the grammar knowledge system related to parts of speech. Specifically, furthermore, we expect from this study to understand historical development of the method of part‐of‐speech establishment and the description of individual parts of speech.

재외동포 현지 교과로서의 ‘조선어’ 교과의 복합적 위상 분석 연구를 위한 시론

오현아(Oh, Hyeon-ah),오지혜(Oh, Ji-hye),진가연(Jin, Ka-yeon),신명선(Sin, Myeong-seon) 국어국문학회 2016 국어국문학 Vol.- No.177

In this study, the complex status of ‘the Joseon language’ curriculum, which is a local curriculum of overseas Koreans, is divided into ‘the native language subject,’ ‘the mediator language subject in the divisional situation’ and ’the local language subject for overseas Koreans’ and this study attempted to comprehensively examine the actual status to raise the need for research of comparison and analysis. First, ‘the Joseon language’ has a status as a ‘native language subject.’ It is necessary to check the status of ‘Chinese’ as the official language in China and ‘the Joseon language’ as the mother tongue. For this purpose, it is necessary to conduct a survey on Korean‐Chinese’s perception of “the Chinese language” as the official language and “the Joseon language” as the mother tongue to students, parents, teachers and educational administrators. And it is necessary to analyze what kind of changes ‘the Joseon language education’ has undergone through the chronological study of Joseon language curriculum and textbooks. It is possible that the historical descriptions of the local native language education are likely to expand to those of the local native language education in North America, Japan and Russia. Second, the Korean language subject has a status as ‘a mediator language subject in the situation of division.’ The Korean language education in China before China’s reform, opening and signing a treaty of amity with Korea was actually influenced by the North Korean language. However, it can be said that after China’s reform, opening and signing a treaty of amity with Korea, the Korean language education in China has been influenced by the South Korean language gradually. It is necessary to conduct a survey on Joseon people’s perception of ‘the Joseon language’ in between ‘North Korean’ and ‘South Korean’ for students, parents, teachers, and education administrators. It is necessary to analyze the influencing relationships between South Korean language education and North Korean language education through a comparative study with the curriculum and textbooks of North and South Korea. Through this, it is possible to historically describe the local native language education for overseas Koreans at a certain time, and it is expected that it can clearly grasp the mediator geopolitical status of ‘the Joseon language’ between ‘South Korean’ and ‘North Korean.’ Third, the Joseon language curriculum has a status as a ‘local curriculum for overseas Koreans.’ Currently, the National Institute for International Education and the Overseas Koreans Foundation are distributing teaching materials for Korean language education for overseas Koreans and provide online learning contents. However, it is not well utilized locally due to the supplier‐oriented textbook production that does not consider local circumstances. Therefore, it is necessary to investigate Korean language education specialists’ recognition of ‘the Korean language’ who have participated in the development of Korean textbooks for overseas Koreans or who have been involved in the Korean language education. It is expected that it will be able to derive suggestions and cautions for the development of Korean textbooks for overseas Koreans in the future.

중국 재외 동포 문법 기술에 나타난 남북 문법 영향 관계 분석(1) - 연변대 『조선어발달사』의 근현대 조선어 논의를 중심으로 -

오현아(Oh, Hyeon-ah),신희성(Shin, Hee-seong),박진희(Bak, Jin-hui),김자영(Kim, Ja-young),최선희(Choi, Sun-hee),노하늘(Noh, Ha-nuel),최소영(Choi, So-young) 국어국문학회 2020 국어국문학 Vol.0 No.190

The macroscopic purpose of the study is to break away from the south-central grammar description, to do a total grammar description, including the grammar description of overseas Koreans, and to do a microcosmically an analysis of the grammatical influence between south and north as shown in the grammar description of overseas Chinese. The basic research subjects for analyzing the grammar description of Koreans overseas in China were chosen by Li Deuk Chun. Ri Seung-ja. Kim Kwang-su (2006). For full-scale discussions, Chapter 2 dealt with the significance of analyzing the grammar description of overseas Koreans. Chapter 3 divided the characteristics of inter-Korean grammar influence relations shown in the grammar description of overseas Koreans in China into 1) Modern Joseon language phonology and grammatical form, 2) Modern Joseon language phonology, 3) Modern Joseon language grammar, 4) Modern Joseon language vocabulary, and 6) Modern Joseon language vocabulary. As a result, the relationship of inter-Korean grammar influence shown in Li Deuk Chun, Reaper, and Kim Kwang-soo (2006) could be checked by detailed area. But this discussion is only the beginning, and needs to be discussed and expanded in more depth by area of detail. What is not covered here will be discussed in the future and we hope that related discussions can be activated.

광복 이후 옛 소련 고려인의 초등 조선어 문법 교재 분석(1) - 『조선어 교수 강령 조선 소학교 Ⅰ-Ⅳ학년』(1949), 『조선말본(제 이학년용)』(1949), 『조선말본(제 삼학년용)』(1949), 『조선말본(제 사학년용)』(1949)를 중심으로

오현아(Oh, Hyeon-ah) 국어국문학회 2024 국어국문학 Vol.0 No.206

This study attempts to identify the characteristics of elementary Korean grammar education in the former Soviet Union at the time when ethnic language education was banned in 1939 and revived at the end of the 1940s, focusing on the elementary Korean grammar textbooks by former Soviet Koreans, “Jo-Seon-Mal-bon(Korean Grammar) (for Second Grade)” (1949), “Jo-Seon-Mal-bon(Korean Grammar) (for Third Grade)” (1949), and “Jo-Seon-Mal-bon(Korean Grammar) (for Fourth Grade)” (1949) by the same author, Kim Byungha, and “Korean Language Teaching Guidelines for Soviet-Korean Elementary Schools (Grades I-IV)” (1949). To this end, Chapter 2 examines the revival of national language education in 1949 after the Soviet Union’s 1938 ban on ethnic language education through the teaching guidelines, “Korean Language Teaching Guidelines for Soviet-Korean Elementary Schools (Grades I-IV)” (1949), and elementary grammar textbooks, “Jo-Seon-Mal-bon(Korean Grammar) (for Second Grade)” (1949), “Jo-Seon-Mal-bon(Korean Grammar) (for Third Grade)” (1949), and “Jo-Seon-Mal-bon(Korean Grammar) (for Fourth Grade)” (1949). Then, in Chapter 3, I analyze the characteristics of elementary Korean grammar textbooks for Soviet-Korean speakers in the former Soviet Union after the liberation of Korea. 1) Learner dimension: learner-centered textbooks that consider the learning burden of each grade; 2) Educational content dimension: textbooks that inherited the grammar tradition of Kim Gyusik(1909), Ju Sigyeong(1910), Kim Doobong(1916, 1922) and Lee Sangchun(1925); and 3) Educational method dimension: textbooks that actively utilized everyday examples.