한국 내 대학 한국어교육학과의 교육과정 개발 연구

김재욱 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.1

The focus of this study is to develop Korean language course as a foreign language for the department of the Korean language education. Most of existing curriculum of the department is based on the examples of the Korean language Act of 2005. However the Act can not be applied to undergraduate studies because it's focused on the curriculum for graduate schools and only presenting mandatory subjects for the teaching certificate of Korean language. Supplementing the Act, it is necessary to develop the curriculum considering not only domestic Korean language courses but also foreign courses. To develop Korean language education course for undergraduate schools, this study analyzes 17 domestic courses and 20 Japanese courses and 29 Chinese ones, where the demand for Korean language eduction is high, and presents basic principles regarding designing Korean education curriculum and the actual curriculum for the department. Courses for the 1st, 2nd, and 5th areas of the domestic curriculum is correspondent to the mandatory credit required by Korean language Act, but the 3rd, which is the essential part of Korean education, is 10% less than the Act rules, and the 4th course is excessing the regulation of the Act by 16%. This is due to the fact that the existing courses are only presenting courses following basic requirements of the Act and not developing new courses which can open up new opportunity to the students. Professors for the anticipated courses are also severely lacking. While domestic courses are focusing on Korean linguistics and language educations following the frame of the Act, Japanese courses emphasize comparative linguistics and improving language skill itself and Chinese courses are paying attention to improving language skill and Korean linguistics. Based on the analyze, it is concluded that curriculums of Korean education department need to link each area of the Korean linguistics regarding Korean as a 'language' not as the 'mother tongue' This study also presents newly designed Korean education courses to extend the area of the study for various purposes and targets. It also suggests to extend and specialize Korean education practice.

문화교육을 위한 현대소설의 활용 방안 연구 -해외 대학 한국어학과에서의 문화교육을 중심으로-

유홍주 ( Yu Hong Ju ) 아시아문화학술원 2016 인문사회 21 Vol.7 No.4

본고의 목적은 수업 사례를 통해 현대소설을 문화교육에 활용하는 방안을 모색해보는 것이다. 문학작품을 문화교육의 자료로 사용하는 기존의 연구는 대부분 국내 대학과 언어 연수기관에서 공부하는 학생들을 대상으로 한 것이었다. 한류 열기로 인해 해외에서도 한국어를 공부하려는 학생들이 늘고 있는 상황인데, 해외 대학 한국어학과에서 실시하는 문화교육은 국내의 방식과는 다른 접근을 해야 한다고 생각한다. 문화교육의 자료가 풍부한 국내와 달리 해외에서는 자료를 구하는 것도 쉽지 않고 대학에 따라 교육 여건도 차이가 있다. 이러한 상황에서 문학작품은 손쉽게 활용할 수 있는 문화교육의 자료가 된다. 문학작품은 가르쳐야 할 한국의 문화적인 요소를 포함하고 있는 것이어야 하며, 현대를 살아가는 한국인들의 사상과 정서를 전달해줄 수 있어야 하며, 강의시간에 다루기에 적절한 분량이어야 한다. 이러한 조건에 맞는 문학작품은 현대 단편소설이라고 판단하여, 채만식의 「레디메이드 인생」, 주요섭의 「사랑손님과 어머니」, 윤흥길의 「장마」를 문화교육의 자료로 선정하였다. 본고의 연구 성과는 국내의 교육환경을 중심으로 논의되었던 문화교육의 외연을 해외대학으로 확대했다는 것을 들 수 있다. 학습지도안을 통해 현대소설을 활용한 문화교육의 실제를 가능한 한 구체적으로 재현해 보았다. 그러나 본고는 헝가리에서의 문화교육을 위하여 문학작품을 선정한 것이므로 해외대학에서 공통적으로 활용할 수 있는 문화교육의 대상 작품들에 대한 논의는 이후의 과제로 삼는다. This paper aims at showing the class how to use korean modern short stories for korean culture education. Preceding researches related this fields are mostly targeting for students who are studying domestic university and language institute. Thanks to Hallyu, there are many students who want to learn Korean Language at overseas, too. Korean culture education is being held at overseas korean department has to different approaches from domestic korean culture education. Domestic class can use abundant korean culture materials. In contrast, korean departments at overseas are quite different from domestic language class. They can not get culture education materials easily and the given condition of the korean departments are not the same to domestic language institutes. Circumstances like these, korean literature can be good materials for korean culture education Literary texts have to have korean cultural factors to be taught. Second, have korean``s thought and sentiment. Third, proper quantity to manage in class. Korean modern short stories are suitable for those conditions. I selected Chae Manshik``s "Ready-made Life", Chu Yosup``s "Mama and the Boarder", Yun Hyenggil``s "Rainy Season." The outcome of this paper is expanding the scope of the culture education. Actual states of class are represented in a concrete way through lesson plans. But this paper focuses on culture education only in Hungary. For the common using of culture education in overseas korean language department has to be a next research theme.

일반계 고등학교 한문교육의 실태와 대학 교육의 소통방안

원용석 한국한문교육학회 2008 한문교육논집 Vol.30 No.-

A lot of people take Test of Sino-Korean Proficiency Level to a certain certificate of Sino-Korean Vocabulary these days. So many parents, who have secondary schoolers, send their children to Private Academies for extra study. Of course they are spending plenty of money for it. However, it's hard to say that people recognize the importance of teaching Sino-Korean Vocabulary at Schools. There are an increasing number of general high schools which are not offering Sino-Korean courses for students majoring in science or arts. Even for students majoring in literature and social studies, some schools don't open Sino-Korean Classics as an elective subject. Now, the time has come to think of roles of the Sino-Korean Education Department. Its roles are not only giving teacher training programs and making Sino-Korean teachers, but also studying the intrinsic contents and extrinsic forms of Sino-Korean Education and making alternative plans for Sino-Korean Education of Korea. The alternatives need to deal with whole education circumstances from the Korean National Education Policy to teaching Sino-Korean as a subject in secondary schools and to the 7th Curriculum of Korea. For secondary school teachers, being a teacher as a Sino-Korean teaching specialist is worthier than being a Sino-Korean scholar. So Universities of Education require special courses so that students can develop their Sino-Korean teaching skills. Of course, the courses for developing qualities of Sino-Korean scholars should be offered as well. But the problem is that there is little concern of those courses from university curriculum developers. Universities only offer courses to teach Sino-Korean contents itself, not its teaching skills. A survey, whose subjects were the secondary Sino-Korean teachers, shows that they obtained much about how to study Sino-Korean but they didn't learn much about how to teach it. So, it was suggested that Sino-Korean Departments of Universities should enhance their courses for developing teaching skills. This means that the problem of general high schools' Sino-Korean education lies not in the contents itself but in the ways to teach it. Furthermore, most of the teachers replied “yes” to the questionary; “Do we need to change Sino-Korean Vocabulary subject as an optional curriculum to the subject as a general curriculum?” Of course, a high percentage of teachers were very interested in developing various teaching-learning methods and models. Perhaps, from now on Sino-Korean Education Departments(in Universities of Education) should provide chances for students to study various teaching-learning methods and prepare them be ready for teaching Sino-Korean Vocabulary, a subject as a basic curriculum. In addition, it's important for the students of Sino-Korean Education Departments to communicate with secondary school teachers. 중등학교에서 한문 교과의 위상은 시간이 지날수록 낮아지고 있으며, 이러한 양상은 한자 능력 검정시험 등 사교육의 열풍과는 역방향으로 진행되는 것이다. 현재 일반계 고등학교의 학교교육과정 편제 속에서 자연공학과 예체능계열의 경우 이수하지 않는 학교가 늘어나고 있으며 ‘한문고전’은 상당히 많은 학교에서 인문사회계열마저도 배제하고 있다. 이러한 상황을 고려할 때 사범대학 한문교육과의 책무가 단지 한문 교사를 양성하고 배출하는 것만은 아니며, 한문 교육이 이루어지는 그 모든 내적 외적 내용과 형식에 대하여 검토·연구하고 그에 대한 대안도 제시해야 할 것이다. 이는 한문에 관한 국가 정책으로부터 교과 교육에 대한 모든 양상을 대상으로 하며 개정 제7차 교육과정에 관한 것도 예외가 아니다. 한문 교사는 중등학교에 뿌리박고 있으므로 한문학자로서의 덕목보다는 학교 한문교과교육 전문가로서의 덕목이 더 중요한 가치이다. 따라서 사범대학 한문교육과의 교육과정은 한문 교사로서의 전문적인 소양을 갖출 수 있도록 배려되어야 한다. 또한 한문 교사는 중등 한문교과교육을 담당하는 교수자이기도 하지만 교과교육을 연구할 수 있는 연구자이기도 하므로 연구자로서의 자질을 배양하는 것도 대학의 책무이다. 그러나 사범대 한문교육과의 교수 상황과 이수 교과목의 상황을 살펴보면 전체적으로 내용학 위주의 교육과정으로 편성한 것을 알 수 있다. 현직 일반계 고등학교 한문 교사들을 대상으로 한 설문조사 결과 교사들은 사범대학 한문교육과에서교과교육학에 비하여 교과내용학을 탄탄하게 이수한 것을 알 수 있었다. 따라서 교사들은 대학에서 교과교육학 과목을 강화해야 한다고 응답하였으며 이것은 현재 일반계 고등학교 한문교과교육의 문제가 내용학 쪽에서 일어나고 있는 것이 아니라는 것을 말해준다. 교사들은 설문조사에서 ‘한문교과 필수화를 위한 정책 개발 및 대정부 협상’과 ‘중·고교에서 활용 가능한 다양한 교수·학습 모형 및 방법 연구 개발’의 제1순위에 9명이 응답함으써 대학의 역할을 크게 두 가지로 기대하였다. 차제에 사범대 한문교육과는 한문 교과의 필수화에 대처할 방안과 다양한 교수·학습 모형에 대하여 연구할 뿐만 아니라 그에 필요한 준비를 해야 하며 학교 현장과의 연대를 확대하여 한문교육이 처한 문제 해결에 앞장서야 할 것이다.

중국에서의 한국어 교육 성과 제고 방안 고찰

이은숙 이중언어학회 2005 이중언어학 Vol.27 No.-

This study examines the current stage of Korean language education in China and suggests the way to raise its efficiency. Korean language departments have been established in more than thirty six universities in China and a number of colleges and high schools have Korean classes. Thousands of students are taking Korean language course from the Korean Culture and Public Information Center, and the continuing education programs in universities and private institutes are opening Korean classes. It seems that the Korean language departments and Korean language courses are booming in China. Consequently, there is a lack of Chinese professors and Korean professors. Since China has not have set up the satisfactory system for foreign professors, it needs to be considered that Korea trains and provides the professional human resource and it is also needed that Korean exchange professors coming in China participate in education as instructors. Korean students studying in China also can play a role as a stimulant in Korean language education. By enhancing the level of understanding Korean companies and providing Chinese students better for opportunity to employment after graduation, the preference for Korean language department will be increased. The students in Korean language departments are often provided with advantageous opportunities for studying in Korea, different school timing, however, remains to be difficulty. Korean language contests are usually held focusing on speaking, but other contests where should be arranged reading, listening, and writing also can be estimated and encouraged. The importance of Korean language education in China is growing, and more efficient education methods are requested for enlarging Korean language education and for the proper understanding of Korea.

해외 대학 한국어학과의 한국문학 교수 방안 - 헝가리 엘테대학교를 중심으로

유홍주 한국국어교육학회 2012 새국어교육 Vol.0 No.91

Discussion about Korean literature education in the field of Korean Language education is animated. Though, lots of researchers actively agreed on the necessity of literature education, using method of literature education attached to Korean language education is various. Generally, those are mainly how to use literature for language education and culture education. Most discussions about those are focused on the students, who are studying Korean language at the language institute in Korea. Now, the students who wants to learn Korean language are gradually increasing. Specially the students who are studying at the Korean department at oversea's universities will play an important role to spread Koreanology in the future. Therefore, there is a enough reason to include the discussion about oversea's Korean department in the scope of Korean language education. So, hope to active discussion about various literature teaching method of oversea's Korean department, this article try to show the course of Korean literature, which the writer did at ELTE University of Hungary. 한국어교육 분야에서 문학교육에 대한 논의가 활발하게 이루어지고 있다. 많은 연구자들이 문학교육의 필요성에 대해 적극 동의하는 편이지만, 문학교육을 한국어교육과 연관지어 활용하는 방법론에 대해서는 더욱 진전된 논의가 필요하다고 여겨진다. 지금까지는 대체적으로 문학작품을 언어교육과 문화교육을 위해서 어떠한 방식으로 활용해야 하는가에 대한 논의들이 주를 이루었다. 그런데 이러한 논의들은 대부분 국내의 언어연수기관에서 한국어를 배우는 학생들을 대상으로 하여 이루어지고 있는 실정이다. 이제는 한국어를 배우려는 학생들이 국내뿐만 아니라 해외에서도 증가하고 있는 상황이다. 특히 해외 대학의 한국어학과에서 공부하는 학생들은 미래의 한국학 전파를 위해 중요한 역할을 담당할 사람들이다. 그러므로 해외 대학의 한국어학과에서 이루어지는 교육도 한국어교육의 범위 안으로 적극 포함해서 논의를 진행해야 할 충분한 이유가 있다고 생각한다. 이에 본고에서는 헝가리 엘테대학교의 한국어학과에서 필자가 담당했던 한국문학 강의의 실제를 보임으로써 해외 대학의 한국어학과를 기반으로 한 다양한 문학교육 교수․학습 방법에 대한 논의가 활발해졌으면 한다. 해외 대학의 한국어학과에서는 현지의 실정에 맞추어 문학 강의를 영어로 진행하는 경우가 있는데, 본고는 이러한 경우도 강의 언어보다는 강의 내용 전달에 중심을 두어 광의의 한국어교육에 포함해야 한다는 입장이다. 또한 해외 대학에서 이루어지는 한국문학 강의의 의의를 문화교육과 문학을 위한 문학교육을 할 수 있다는 점에서 찾아보았다.

훌륭한 문법 교사 양성을 위한 국어교육과의 책무

윤천탁 ( Youn Cheontak ) 한국문법교육학회 2016 문법 교육 Vol.28 No.-

This study aims to find out what to do in Korean Education Departments of Education college for training as a teacher who teaches Korean grammar competently. Before to find out more detailed action agenda of Korean Education Departments, this study think about guideline of responsibilities such that both professor and education majors have mutual responsibilities, considering Korean Education Departments` situation. And this study examines main factors to influence Teacher Training Education in terms of Education colleges and Education majoring students. This study refer to the necessity of supporting a guide of curriculum information and a planning of study, managing the lecture which reflects a situation that Korean Teachers may suffer in the classroom, leading teaching methodical learning and development of qualifications by tightening graduation requirement, providing all sorts of information about development of qualifications, having inspective attitudes to Korean Language, and leading examining about degrees development of qualifications and supplement up to some degrees, etc, as a professor who teaches Korean Majoring students. In addition to that, this study suggests the necessity application and establishments system for mutual supporting with field teachers, and follow-up service for graduates, etc, in terms of connection with graduates and field teachers. Finally, to train as a fine Korean teacher who teaches grammar competently, this study point out that a training as a fine and equal reserve teacher is needed by cooperation between Korean Education Departments of Education College in regional unit or national unit.

동유럽에서의 한국학 교육 현황 (1) - 폴란드의 대학을 중심으로

정현숙 구보학회 2016 구보학보 Vol.0 No.14

The objective of this study was to review how Poland universities operate Korean studies concretely. There were two detailed points in the study. One was the process of establishment and current status of Korean studies department. Another was curriculum and teaching materials. The objects of discussion were University of Warsaw, University of Adam Mickiewicz, University of Jagiellonian, and University of Wrocław which were university at Poland Korean studies department was established. Korean studies department in University of Warsaw had the longest history at Poland. 'Korean Language' course had opened since 1953, and Korean literature major was created at 1983. In the year 1994, the doctor's course of the major was created, and finally Korean studies department became independent from Japan-Korean studies one at Oct. 2015. University of Adam Mickiewicz opened Korean Language course at Oct. 1998 and created Korean literature department at 2003. And, University of Jagiellonian had opened Korean Language course since 1999. Finally, University of Wrocław had opened Korean Language and Korean literature classes since Oct. 2010. Korean studies department in University of Warsaw and University of Wrocław were offering not only Korean language but also Korean history, literature, philosophy, religion, art, culture, society. Whereas, University of Adam Mickiewicz and University of Jagiellonian were concentrated on Korean language. Mostly, they had used 『폴란드인을 위한 한국어 1,2,3 ;Koreański dla Polaków 1,2,3』, 『폴란드인을 위한 한국 문화 30강, Kultura koreańska – wykłady dla polskich studentów』 written by Korean professor with Poland professor as teaching materials. Although Korean studies at Poland had progressed into intercourse with North Korea in the meantime, it entered new phase after establish diplomatic relation with South Korea at 1989. 이 글의 목적은 현재 폴란드의 대학에서 한국학과가 구체적으로 어떻게 운영되고 있는지에 대해서 살펴보고자 하는 데에 있다. 세부적인 논점은 한국학과의 설립 과정과 현황, 커리큘럼의 실제와 교재 등이다. 논의 대상은 현재 한국학 전공과정이 개설되어 있는 바르샤바대학교 (University of Warsaw), 아담미츠키에비츠대학교(University of Adam Mickiewicz), 야길론스키대학교(University of Jagiellonian), 브로와초프대학교(University of Wrocław)이다. 바르샤바 대학교의 한국학과는 폴란드에서 선구적인 역할을 담당하고 있다. 1953년부터 ‘조선어’ 강의를 시작하였고 1983년에 한국어문학 전공과정을 개설하였다. 1994년에는 박사과정도 개설하였고, 2015년 10월부터 일본한국학과에서 한국학과로 완전히 독립하였다. 아담 미츠키에비츠 대학교(Adam Mickiewicz University )는 1998년 10월부터 한국어 강좌를 시작하여 2003년 한국어문학과를 개설하였고, 야길론스키대학교(Jagiellonian University in Cracow)는 1999년부터 한국어 강좌를 시작하였으며, 브로와초프대학교(University of Wrocław in Wrocław) 는 2010년 10월부터 한국어와 한국문화 강좌를 시작하였다. 바르샤바대학교와 브로와초프대학교의 한국학과는 한국어와 한국의 역사, 문학, 철학, 종교, 예술, 문화, 사회 등의 과목도 가르치고, 아담미츠에비츠대학교와 야길론스키대학교는 한국어강의에 치중한다. 교재는 주로 한국 교수와 폴란드 교수가 함께 쓴 『폴란드인을 위한 한국어 1,2,3 ;Koreański dla Polaków 1,2,3』 과 『폴란드인을 위한 한국 문화 30강, Kultura koreańska – wykłady dla polskich studentów』을 사용하고 있다. 그동안 폴란드에서 한국학은 북한과의 교류 속에서 전개되었지만, 1989년 폴란드가 한국과 수교를 맺으면서 한국학은 새로운 국면을 맞이하고 있다.

한국어교육 전공 학과 교육과정 분석 연구

김재욱 한국언어문화교육학회 2009 언어와 문화 Vol.5 No.1

Kim, Jae-wook. 2009. The Study on the Curriculum of Departments of Korean Language Education. The Language and Culture 5-1: 23-41. This study investigates Korean language education curriculums which are offered in 17 departments of Korean language education at the undergraduate level. The goal of the study is to analyze current major Korean language education courses and to provide the basis for designing an ideal curriculum of Korean language education at the undergraduate level. The study focuses on the analysis of existing courses of Korean language education departments, which were offered after establishing the fundamental law for the Korean language. Compared the existing major courses with compulsory credits and courses required to obtaining the certification of Korean language teacher, it reveals that the courses of ‘domain 3’ are not enough for students to take because the offered courses are just compulsory ones. On the contrary, the ‘domain 4’ provides students with more courses than compulsory courses prescribed in the fundamental law for the Korean language. What this shows is the lack of teaching faculty who can be in charge of teaching Korean as a foreign language. Furthermore, since the current compulsory credit system is graduate-centered, it is unnatural that the system can be applied to undergraduate curriculum. This study is aim to consider the revision of the existing compulsory credit system in the fundamental law for the Korean language. On the basis of the result of the study, it requires that the curriculum of Korean language education at the undergraduate level be more elaborated. (Hankuk University of Foreign Studies)

몽골에서 한국어 교육 현황과 과제

최기호 ( Kee Ho Choi ) 한국문법교육학회 2007 문법 교육 Vol.6 No.-

In 1990, 26th March. Mongolia and South Korea established diplomatic relations. At the same year The Oriental Studies Institure established The Korean Language chair and in 1991, National University of Mongolia primarily founded a Koreanology Department. Nowadays, 17 Years passed from then, The Korean language brought sizzle to people in Mongolia Many colleges established. The Korean language department and primary, Jr. High and High school learns Korean as a second language. but because of the short period of instructing the language, there are some problems about the aim of education-which is kernel of educating Korean language, the contents of education, the curriculum, the teaching materials, the method of teaching, the instructor etc. In Mongolia, there aren`t few problems that education of Korean language has. 1. It is necessary to develop theoretic foundation study. 2. With the basis of theoretical research for educating Korean language, it is necessary to develop the curriculum and the method of teaching harmonizing with the national trait. 3. With the basis of theoretical research for educating Korean language and method of teaching it is necessary to create teaching materials. 4. It is serious that there is insufficient major instructor. The Korean language education history in Mongolia is very short, thus controversial. It is confronted with a lot of problems. It is now important to give a careful look at the results that have been made until now and plan ahead for more positive development in terms of quality. In order to do so, progress has to be made both externally and internally with better financial support. But most of all it is most critical to find a way to sort out the problems that universities in Mongolia are commonly facing vis-a-vis the Korean language education so as to teach it more effectively. Mongolia is our neighboring country that has most resemblance to us. Their culture, appearance and tradition resemble to ours. If we, Korean, combine forces with Mongolia that possesses rich natural resources and a vast land, gains for both will be greater than ever. It will indeed be a tremendous thing if two countries can join together just like back in Genghis Khan`s period.

문제중심학습법(PBL)을 활용한 국어교육과 수업 모형 연구

남궁정,김미영 국제언어문학회 2024 國際言語文學 Vol.- No.57

문제중심학습법(PBL)은 사범계열 학과에서 활용하기에 유용한 학습모형이다. 사범계열의 학생들은 대학 내에서 학습자의 지위에 있지만, 졸업 후 교육현장에서는 예비교사의 지위에 놓이기 때문이다. 교육현장을 PBL 문제의 배경으로 제시한다면, 교육적 지식을 학습할 뿐만 아니라 교육현장에서 그 지식을 어떻게 활용·응용할 것인지도 함께 고민할 수 있을 것이다. 또한 PBL 수업모형을 통해 예비교사에게 교사로서의 동기를 부여하고, 다양한 매체를 활용한 학습자와의 소통 기술을 익히게 할 수도 있다. 동시에 동료교사와의 교육적 협업 능력까지 신장할 수 있을 것이다. 이를 위하여 본고는 국어교육과 수업을 중심으로 PBL을 활용한 사범대학의 수업 모형을 설계하였다. 일시에 끝나는 교육이 아니라 지속적으로 이루어져야 하는 국어교육의 특성을 고려할 때, PBL을 활용한 국어교육과 수업 모형은 순환적인 절차에 따라 진행해야 한다. 즉 하나의 문제에 대한 해결책을 제시하는 데에 그치지 않고 그 안에서 또 다른 문제를 발견해내는 방식으로 전개해야 한다. 따라서 국어교육과 수업에서 사용할 PBL 문제는 수업의 목표와 밀접히 연계되는 동시에 중·고등학교의 수업 현장에서 일어날 만한 현장감과 연계성까지 동반해야 한다. 또한 예비교사가 쉽게 상상하고 공감할 수 있는 문제로 설계해야 한다. 앞으로 국어교육과의 수업에서 PBL을 활용한다면 국어과 예비교사는 학교 현장에서 예상치 못한 상황이 발생할 때의 교육적 대처를 예상하고 미리 실습할 수 있을 것이다. 또한 현장에서 일어날 법한 일들을 예측하여 이를 해결해나가는 방법도 체득하게 될 것이다. Problem-Based Learning(PBL) is a useful educational model for use in teacher education programs. These students are learners as well as pre-service teachers. By presenting educational settings as the context for PBL problems, students can not only learn educational knowledge but also consider how to use and apply this knowledge in actual teaching environments. Additionally, the PBL teaching model can motivate pre-service teachers by helping them develop communication skills with learners through various media, as well as enhance their ability to collaborate educationally with fellow teachers. So this paper has designed a teaching model for teacher education colleges, focusing on Korean language education. Considering the characteristics of Korean language education, which must be continuous, the PBL-based Korean language education teaching model should follow a cyclic procedure. It should not just offer a solution to a problem but evolve by identifying new problems within that solution. Therefore, the PBL problems used in Korean language education courses must be closely linked to the objectives of the lessons and relate to situations that could occur in middle and high school settings. Additionally, they should be designed as problems that pre-service teachers can easily imagine and empathize with. If PBL is used in future Korean language education courses, pre-service Korean language teachers will be able to practice handling unexpected situations in the school environment beforehand. They will also learn to anticipate and solve problems that are likely to occur in the field.