『한국어 표준 교육과정』에 반영된 외국어로서 한국문학교육의 특징과 과제

박형준 배달말학회 2022 배달말 Vol.71 No.-

The purpose of this thesis is to analyze the goals, content system, achievement standards, teaching and learning methods of the Korean Language Standard Curriculum , and to examine the characteristics and tasks of Korean literature education as a foreign language reflected therein. Research on Korean literature education as a foreign language has been conducted in various themes and types, but it is still difficult to say that it is systematic. Literature education in Korean language education should be reconstructed based on the national level curriculum, the Korean Language Standard Curriculum . As a result of the analysis of Korean Language Standard Curriculum , three major characteristics were summarized.First, the core feature of Korean literature education is 'text-centered' or focuses on the selection and use of texts necessary for the improvement of language function and cultural competence. Second, as a result of analyzing the 'subject' element in the content system of Korean Language Standard Curriculum , the content of Korean literature education as a foreign language is classified as specialized knowledge in the field of art. Third, the perspective of literature education reflected in the Korean Language Standard Curriculum can be judged to be based on the ‘substance-centered view of literature'. There may be a problem that is different from the criteria for selecting Korean literature sanctions required by the Korean language education field. By synthesizing these analysis results and characteristics, three research and practice tasks for Korean literature education as a foreign language based on the Korean Language Standard Curriculum were presented. 이 논문은 한국어 표준 교육과정 의 목표, 내용 체계, 영역별 성취기준, 교수·학습 방법 등을 분석하고, 이에 반영된 외국어로서 한국문학교육의 특징과 과제를 고찰하는 데 목적이 있다. 외국어로서 한국문학교육에 관한 연구는 다양한 주제와 유형으로 이루어졌으나 여전히 체계성을 갖추었다고 말하기는 어렵다. 이것이 한국어교육에서의 문학교육이 국가 수준 교육과정인 한국어 표준 교육과정 에 입각해 재구성되어야 하는 이유이다. 한국어 표준 교육과정 분석 결과, 세 가지 큰 특징을 확인할 수 있었다. 첫째, 한국어 표준 교육과정 에서 제시하고 있는 한국문학교육의 핵심 특징은 ‘텍스트 중심’ 혹은 언어기술과 문화 능력 증진에 필요한 텍스트 선정과 활용에 중점을 두고 있다는 점이다. 둘째, 한국어 표준 교육과정 의 내용 체계 중 ‘주제’ 요소를 분석한 결과, 외국어로서 한국문학교육의 내용은 예술분야의 전문 지식으로 분류되어 위계화되어 있다는 점이다. 셋째, 한국어 표준 교육과정 에 반영되어 있는 문학교육의 관점은 ‘실체 중심 문학관’에 입각한 것으로 판단할 수 있으며, 이는 한국어교육 현장에서 요구하는 한국문학 제재 선정 기준과 괴리되는 문제를 초래할 수 있다는 점이다. 이 논문에서는 이와 같은 분석 결과와 특징을 종합하여, 한국어 표준 교육과정 에 근거한 외국어로서 한국문학교육의 실천 과제를 세 가지로 제시하였다.

21세기 한국에서의 국어교육

이남호 ( Nam Ho Lee ) 고려대학교 한국어문교육연구소 2011 한국어문교육 Vol.10 No.-

오늘날 한국에서 국어교육이 처한 환경은 급격하게 변하고 있는 갓처럼 보인다. 사회 환경도 급변하고 있지만, 국어교육과정이나 국어교과서도 비교육적이리만치 자주 바뀌고 있다. 이런 상황에서는 특히 국어교육의 이념에 대한 반성적 검토가 요구된다. 국어교육이 무엇인지, 또 국어교육을 왜 해야 하는 것인지를 살펴보기 위해서, 본고는 지금까지의 국어교육이 무엇이었는지 그리고 국어교육을 왜 해 왔는지를 먼저 살펴보았다. 20세기 전반기까지의 국어교육은 근대 민족국가의 형성과 관련하여 중요 하게 인식되었다. 즉 국어가 국민들을 계몽시키는 가장 기본적인 수단, 서구의 근대문물을 받아들이는 기본적인 도구로서 중요한 위상을 차지하였고, 국어교육은 민족의식을 고취하고 애국심을 기르기 위한 만족운동의 주요한 일부로 안식되었다. 1945년 광복 이후 지금까지 교육과정은 9차례에 걸쳐 개정되었다. 국어교육이 민족의 삶과 번영에서 기시적인 의미와 가치를 지닌다고 본다는 점에서 3차까지의 교육과정은 20세기 전반의 국어교육 의 이념을 크게 벗어나지 않는다. 하지만 4차교육과정부터는 국아과의 특성이 보다 구체화되고 영 역 구분이 강화되며, 국어교육의 민족 (문화)적 가치가 원경으로 밀려나는 특성을 보이게 된다. 특히 5차교육과정은 국아과를 기능중심 의 교과로 변화시키고 국어 교육에 서 영 역 의 세분화와 공고화를 강화시키는 분수령이 되었다. 이는 국어교육이 더 이상 정신형성의 교과가 되지 못하고 단순히 언아사용기능을 훈련시키는 교과가 되어 간다는 갓을 의미한다는 점에서 문제적이다. 왜냐하면 언어기능교육에 치중한 국어교육 은 국어 문화 창조 등의 국어교육의 보다 근원적인 의의를 외면하기 때문이다. 국어교육이 시작된 지 100여 년이 지냔 오늘날, 국어교육은 전혀 다른 환경 속에서 새로운 도전에 직면하고 있다. 특히 다음의 세 가지 측면에 주목할 수 있다. 첫째, 한국은 세계에서 가장 교육열이 높고 문맹률이 낮은 나라에 속한다. 이러한 환경은 중학교와 고둥학교에서의 국어교육이 학생 들에게 무엇을 가르치는 교육이 되어야 할 것인가 하는 문제를 제기한다. 둘째, 오늘날 우리는 전자문화가 지배하는 세상에 살고 있으며, 국어생활도 전자문화의 영향력 속에서 이루어 진다. 전자문화가 지배적인 환경에서 국어교육이 전자매체와 전자문화를 어떤 식으로 수용하고 또 어떤 면에서 대항할 것인가에 대해서 생각해 보아야 한다. 셋째, 오늘날 세계는 빠른 속도로 지구촌이 되어가고, 영어는 세계공용어로서의 지위를 확보하고 있다. 영어가 실질적으로 세계공용어가 되고 보편어의 지위를 갖게 되는 상황을 국어교육이 어떻게 받아들여야 하는지 생각해야 한다. 본고는 국어교육이 ``인문적 교양과 지적 사고력을 지닌 인간을 형성하는 종합적 의의를 지닌 과목``으로서 정립되어야 한다고 보며 이를 위해 다음의 몇 가지를 제안하였다. 먼저 인문적 교양과 지적 사고력을 지닌 인간을 형성하는 종합적 의의를 지닌 과목으로써 국어교육의 목표와 성격을 강조할 필요가 있다. 그리고 국어가 인문적 교양과 지적 사고력을 지닌 인간을 형상하는 종합적 의의를 지닌 과목이 되려면, 국어교육의 영역 구분은 편의적인 것이 되고 실제 교육은 통합적으로 이루어져야 한대 마지막으로 전자문화의 번성 속에서 전자시대일수록 국어교육이 강한 문자문화적 성격을 강조하며 전자문화의 대척점에서 정체성을 구하는 것이 바람직하다고 본다. 다시 말해 전자시대에 국어교육이 홀로 문자문화적 성격을 강조하여 전자문화의 약점을 보강한다면 국어교육의 의의가 더 커질 수 있는 것이다. Why We Teach Korean Language? Different perspectives and approaches to mother tongue education are needed in a different period. Now in 2l century, Korean society should ask ourselves a question, "What is Korean language eduction and how we teach Korean language?" to seek for more effective ways of teaching our mother tongue. Korean language education in the past in the 19th century, Korea tried to defend itself against invasions from other countries and develop into a modem state, at that time. Korean language was educated as a tool to enlighten Korean citizen and to accept new cultures and knowledge from other developed countries. Korean language was considered the essence of Korean culture and patriotism. After Korea was liberated from Japan`s colonial rule in 1945, Korean government has endeavored to educate Koran language in more systemic ways. Establishing a national curriculum was the most important and fast way to change and reform Korean language education. The first national curriculum was established in 1955 and it has been revised 7 times to meet diverse needs that change with time. From the first to the third national curriculum, the objective of Korean language education was mainly to teach basic literacy skills, to improve students` thinking ability, and to heighten the pride of Korean culture. In the fourth national curriculum created in 1981, Korean language curriculum was divided into three categories: language skills, grammar, and literature, Korean language instruction Current state of Korean language education after the fifth national curriculum, Korean language education has been focused more on improving students literacy skills rather than learning grammar and declarative knowledge related to literature criticism. Emphasizing language skills is sometimes criticized by some Korean language educators in that it does not foster students` thinking ability and make mother tongue instruction similar to foreign language instruction. New environment of Korean language education in the 21st century there are three new environments of Korean language education v should consider, First, we should think low illiteracy rate of Korean students and their parents` high zeal for children`s education The second trends is dramatic development of technology, we should reconceptualize the notion of mother tongue education in the different environment of digital age. Finally, we should accommodate globalization into our Korean language education by fostering bilingual curriculum and developing effective instruction for teaching English.

국어과 교육과정에서의 고전문학교육 위상 정립을 위한 연구

서유경 ( Seo Yu Kyung ) 한국고전문학교육학회 2005 고전문학과 교육 Vol.9 No.-

This paper aims that the classical literature education must be settled in the national curriculum of Korean language and literature education. It means the present phase of the classical literature education is not clear and expressed in the 7th national curriculum of Korean language and literature education, so the gap is made between the national curriculum and the spot of the school education. For reforming the problem state of this gap, first of all the 7th national curriculum of Korean language and literature education should be changed. For this purpose, first, we searched and analyzed the statement concerned with the classical literature education in the 7th national curriculum of Korean language and literature education, and grasped of the problem; character, object, contents. And it was researched that how the classical literature showed in the textbook for the secondary school. As a result of this approach, it is found that there are no clear statement in relation to the classical literature education in the 7th national curriculum of Korean language and literature education. It can be supposed the reason of this aspect is the abstract statement of the curriculum, without presentation of the possibility that the item of the content category can be integrated, and so on. In conclusion, this paper suggest how the classical literature education can be established in the national curriculum of Korean language and literature education. That is, why we should teach the classical literature, what is the value and object of the classical literature education, what we should teach with the classical literature and how we teach the classical literature. Nevertheless these argument, there are obvious limits and problem to be solved. So we prospect the continuous study and efforts for the classical literature education.

다문화 사회에서의 한국어 교육과 문학 활용 방안

김경미 사단법인 한국민족연구원 2011 민족연구 Vol.0 No.47

This paper aims to suggest a plan for the development of teaching materials focusing on experience-centered teaching of Korean literature in Korean language education. There are rapid changes on Ko rean language education inside and outside of Korea. Korean language education, having 100 years of history outside Korea and 50 years of history in Korea, had shown a big leap in 1980's. The Korean government and several private organizations planned many projects to educate Korean language in multicultural society in last ten years. As characteristics of the development process, such as expansion of Korean language education as utilization of Korean literature, increasing Korean language education for Korean learners can be presented. But for better development of the Korean language education, basic infrastructure for Korean language education must be improved. Also the wide and various cooperation among all the actors in Korean language education are needed reflecting highly variable requirement. In this paper, it is shown the result of the ana lysis on the needs from the part of an education developing materials for teaching Korean in multicultural society as to help Korean learners of Korean have a better understanding of the Korean. And hereby improve their Korean proficiency, it emphasized the need to include more advanced level in teaching materials of Korean education in the future. It is also to demonstrate the examples on syllabus and structuring units bases on the results fo cusing utilization of Korean literature in Korean language education. The development of teaching-learning materials such as textbooks is regarded as the flower in the field of Korean educat ional research. Most of the theories and practical aspects in Korean language education should be put and woven together in a systematic ways in one material. Thereafter, this should help one's study in the correct direction of the Korean language education applying Korean literature for Korean learner in class for advanced.

A Study on the Effective Chinese Character Education Measures via Analysis of the Korean Language Education Status of Foreigners

Ah-young Choi,Tae-ho Choi 중앙대학교 문화콘텐츠기술연구원 2016 다문화콘텐츠연구 Vol.0 No.21

본 연구는 비한자문화권 외국인들의 효율적인 한국어 습득을 위한 한자교육 방안을 모색하는 데에 목적이 있다. 이를 위하여 터키의 에르지예스대학 한국어문학과 학생들의 한국어 학습 실태를 분석하여, 한자 교육의 현황 및 한국어 교육에서 한자 교육의 역할 등을 탐색하였다. 우선, 학문 목적의 한국어 학습자들에게는 한자로 구성된 고난도 어휘를 포함한 전문서적을 읽는 것이 학부 과정에서 요구되기 때문에, 한자 학습은 매우 중요하다. 에르지예스 대학 한국어문학과 학생들의 실태 분석 결과에서 한국어휘 학습 중 가장 어려운 부분은 한자어, 고유어, 외래어, 관용어, 전문 용어 등으로 나타났다. 에르지예스 대학 한국어문학과에서는 학생들의 한국어 학습 능력을 향상시키기 위하여 3학년부터 필수 과목으로 한자 수업을 진행하고 있다. 한자라는 언어의 이중부담을 덜기 위해서는 초급 과정의 교재에서부터 부수를 통해 한자어의 의미를 이해하고 유추할 수 있는 교육방안을 마련해야 한다. 이러한 과정이 선행되면 한자학습에 대한 부담을 덜 수 있다. 한자는 형성자와 회의자가 80%를 차지하고 있다. 그 중 부수가 의미부분을 차지하는 경향이 많으므로, 부수를 익히면 한자를 쉽게 익힐 수 있다. 그러므로 초급에서부터 학생들이 부수를 이해하는 것이 한자 학습에 도움이 되며, 한자어 학습에 대한 학생들의 흥미를 유발시킬 수 있다. 그러므로 초급에서부터 부수를 이해하여 선행하는 것이 한자 학습에 도움이 된다. 아울러 에르지예스 대학 한국어문학과 학생들은 한국어 학습의 효과를 높일 수 있는 방법으로 혼자서 영상물을 보거나 음악을 감상하는 등의 방법을 사용하고 있었다. 비한자문화권에 있는 학습자들의 한국어 교육의 효율성을 높이기 위해서는 경어와 관용어를 다루는 교재가 필요하다. 또한, 부수를 통한 한자어 어휘 학습을 위한 교재의 개발도 필요하다. 앞으로 비한자문화권에서 한국어 교육을 높이기 위해서 한국어 학습자의 요구에 부응하는 한자어 교재 제작 및 한자어를 효율적으로 교육하는 방법에 대한 연구가 지속적으로 이루어져야 할 것이다. This study aims to explore effective Chinese character education measures for foreigners in non-Chinese-character culture areas. Towards that end, it analyzed the overview of the Korean learning status of students in the Department of Korean Language and Literature at Erciyes University in Turkey in order to examine its Chinese character education status and role in the Korean language education. First, Korean language learners are required in their academic pursuit to read specialist books containing highly difficult Chinese words, thereby making it necessary to learn Chinese characters. The analysis of Erciyes University students in the Department of Korean Language and Literature revealed that the most difficult part of learning Korean words was the Chinese character-based words, native words, foreign-origin words, idioms, and technical words, respectively. Starting from third graders, the Department of Korean Language and Literature at Erciyes University provides classes on Chinese characters as an essential course to boost the students ability to learn the Korean language. In order to lessen the double burden of learning Chinese character-based Korean words, education measures should be prepared to understand and compare the meaning of the Chinese character-based words through Chinese radicals beginning with basic course textbooks. The introduction of this course will lessen this burden. In Chinese characters, sound-connected letters and logical aggregates or associative compounds consist of 80%. Based on this, the radicals mostly comprise the part of the definition of the word, so learning radicals makes it easy to learn Chinese characters. The comprehension of Chinese radicals from the basic course will certainly help students in learning Chinese characters. Moreover, the students of the Department of Korean Language and Literature in Erciyes University were found to have watched Korean videos or listened to Korean music in order to boost the effect of Korean language learning. Textbooks, which handle honorifics and idioms, are required to boost the efficiency of Korean learners in non-Chinese-character culture areas. These textbooks are designed to provide information on Chinese character-based Korean words through radicals. In order to promote Korean language education in non-Chinese-character culture areas, there should be a continuous production of Chinese character textbooks responding to Korean language learners’ needs, as well as continuous research on education methods for an effective learning of the Chinese character-based Korean words.

한국어 문학 교수요목 설계를 위한 요구 분석

장문정 이중언어학회 2008 이중언어학 Vol.36 No.-

Researches on Korean literature education in Korean language course have not been conducted in a specific and practical manner, while its value and effectiveness have been stressed. The study of literature education, in particular, has been lopsided to the investigation of teaching method focusing on the literature. And so, the existing discussions are composed of selection of literary works and extraction of contents relying largely on Korean language education, and, as to the reason, it is perceived that, for the most part, a survey on the needs has not been conducted. In this study, researcher tried to propose a direction of further syllabus design on the basis of the investigation results of specific needs for Korean literature course and its contents upon completion of survey, taking higher-level learners as the subjects of this research starting from the premises that the primary meaning of literature education shall be mostly alive and rejuvenated when implementing literature education subjecting high-level learners to this survey. In addition, researcher intended to investigate teachers’ consciousness on literature education and the direction thereof desired by teachers subjecting teachers who teach those learners to this survey. These were preliminary works in order to present a method to design syllabus in a specific manner that required for successful implementation of active literature course in Korean language and literature education, as well as to provide teachers who will take charge of literature course newly with right implication thereof, and to analyze teachers’ consciousness on literature education, who lead the lesson directly in the locale of education. From the results of such needs analysis, researcher could have confirmed that there were strong needs for literature education among learners and teachers as well, and that it was urgent to seek a method to accomplish literature education within the category of language education. Considering the points above, it is required that the future literature education shall be conducted focusing on language getting rid of literature works-oriented learning. To do this, it shall be necessary to get ready for a curriculum comprising Korean literature education within Korean language education curriculum. The Korean language curriculum should no longer be separated from the Korean literature education curriculum.

다문화교육의 현황과 과제 ; 다문화 사회에서의 한국어 교육과 문학 활용 방안

김경미 ( Kyoung Mi Kim ) 한국민족연구원 2011 민족연구 Vol.0 No.47

This paper aims to suggest a plan for the development of teaching materials focusing on experience-centered teaching of Korean literature in Korean language education. There are rapid changes on Korean language education inside and outside of Korea. Korean language education, having 100 years of history outside Korea and 50 years of history in Korea, bad shown a big leap in 1980`s. The Korean government and several private organizations planned many projects to educate Korean language in multicultural society in last ten years. As characteristics of the development process, such as expansion of Korean language education as utilization of Korean literature, increasing Korean language education for Korean learners can be presented. But for better development of the Korean language education, basic infrastructure for Korean language education must be improved. Also the wide and various cooperation among all the actors in Korean language education are needed reflecting highly variable requirement. In this paper, it is shown the result of the analysis on the needs from the part of an education developing materials for teaching Korean in multicultural society as to help Korean learners of Korean have a better understanding of the Korean. And thereby improve their Korean proficiency, it emphasized the need to include more advanced level in teaching materials of Korean education in the future. It is also to demonstrate the examples on syllabus and structuring units bases on the results focusing utilization of Korean literature in Korean Language education. The development of teaching-learning materials such as textbooks is regarded as the flower in the field of Korean educational research. Most of the theories and practical aspects in Korean Language education should be put and woven together in a systematic ways in one material. Thereafter, this should help one`s study in the correct direction of the Korean language education applying Korean literature for Korean Learner in class for advanced.

한국어교육이 공자의 교육관에서 취할 수 있는 시사점

장용수(Jang, Young-Su) 고려대학교 아세아문제연구소 2016 亞細亞硏究 Vol.59 No.2

본 연구는 공자의 교육관을 한국어교육의 관점에서 활용 가능성을 타진하는 데 있다. 공자는 동양에서 탄생한 위대한 성인이다. 무엇보다 공자는 교육에 대해 어느 성현보다 관심이 많았고 이미 그 자신이 교육자의 전형적인 모습을 『論語』 곳곳에서 보여준다. 이러한 공자의 교육관은 한국어교육에도 많은 시사점을 던져준다. 따라서 공자의 교육관을 활용한 한국어교육 방안을 마련하면 한국어 학습자들에 대한 교육 서비스가 개선되리라 판단된다. 공자는 특히 음악과 문학을 활용한 교육 방안에 관심이 많았다. 음악과 문학은 어느 시대에나 당대의 문화를 대변하는 기능을 가지고 있다. 공자는 이러한 문학과 음악을 통해 개인적인 성장뿐만 아니라 풍속교화까지 이끌 수 있다고 생각했다. 이러한 공자의 교육에 대한 관점은 시공을 뛰어 넘어 2500년이 지난 현재의 한국어교육에도 많은 시사점을 던져준다. 물론 공자 당대의 음악과 문학은 지금과는 다른 상황 맥락 안에 존재했다. 그렇지만 공자가 문학과 음악이라는 매체를 활용하여 흥미를 통한 학습을 강조한 관점은 현재도 유효하다. 이러한 공자의 교육적 관점은 의사소통능력의 신장에 교육의 초점이 놓이는 한국어교육에도 매우 유용하리라고 판단된다. 한국어교육의 교수・학습 방안은 의사소통 중심 교수법에 근간을 두고 있다. 그러나 한국어교육에서도 공자의 교육관을 창조적으로 계승할 수 있다고 본다. 즉, 공자가 그러했듯이 학습자들이 흥미를 느끼는 문학과 음악과 같은 매체를 활용하여 한국어교육 방안을 마련해 볼 수 있다. 이에 본고는 공자의 교육관을 한국어교육에서 활용할 수 있는 방안에 대해서 중점적으로 논의해 보고자 한다. The aim of this study was to find the method of Korean language education using the Confucius teachings. Confucius is the great Saint from the East. Above all things, he was interested in education of all the great saint. And, the evidence for this comes from the Analects of Confucius. This Confucius’s view of education is implications for Korean language education. So, this study judged that the method of Korean language education using the Confucius teachings is of assistance to Korean language learners. Confucianism is interested in the method of teaching with the application of music and literature. Music and literature has the skill which represents the culture of the age. Confucius thought that music and poetry made everyone develop, and customs enlighten. This Confucius’s view of education is implications for Korean language education that transcend time and space around 2500 years later. Korean teaching is however, different from the Confucius’s view of education it focuses on communications skills development of Korean language learners. Music and literature which Confucius used in teaching are useful Korean language education. Because Korean’s language and culture is contained in music and literature abundantly. The Teaching-learning Method of Korean language education is based on communication-centred teaching methods. But communication-centred teaching methods is focused on functional viewpoint of language. So, Korean language learners are hard to see interesting factors in Korean textbook. Korean textbook which used in Korean language education is composed of language skills such as speaking, listening, writing, reading. So each language skills are not one common thread to all these language skills. So Korean language learners can’t be interested in learning except for Korean language learners which have motivation in learning. This study judged that this Korean language education’s problem could be overcome through succeeding to Confucius’s view of education creatively with the utilization of music and literature. In this case, problems will be appeared that we should consider teaching materials which based on student’s level first or we should consider educational elements which absorb much interest Korean language learners first. But, for now, the best way is that we prepare the method of Korean language education with the application of music and literature considering two problems.

우즈베키스탄의 한국문학 교육의 현황과 과제

박안토니나(Pak, Antonina) 우리말교육현장학회 2012 우리말교육현장연구 Vol.6 No.2

이 연구는 우즈베키스탄 지역에서 이루어지고 있는 한국문학 교육의 현황을 살펴보고 문제점을 파악하고 앞으로의 대안과 과제를 제시하는데 목적이 있다. 이를 위해서 연구자는 한국어 교사 양성 기관인 니자미 국립 사범대학에서 이루어지고 있는 한국어 문학 교육에 참여· 관찰하였고, 여기에서는 연구를 시작한 순서에 따라 그 내용과 그 의의를 간단히 언급하고자 한다. 니자미 국립 사범대의 한국문학 교육이 한국어 교육 차원에서 어떻게 이루어지고 있는지 확인하기 위해서 한국문학 교육 프로그램을 조사하였으며, 이를 분석하여 우즈베키스탄 한국문학 교육의 현황과 문제점을 파악했다. 다음으로 한국어 교육의 현황과 학습자들의 요구를 분석하기 위해 한국어와 한국문학을 배우고 있는 4학년 학습자들을 대상으로 설문조사를 실시하였다. 이 조사는 한국어 학습자들의 현황과 요구에 대한 기초적인 자료를 확보하고 우즈베키스탄의 한국어 교육에서 한국문학 교육의 위상을 확인하기 위해서 현재 한국문학을 배우고 있는 학습자들을 대상으로 실시되었다. 끝으로 니자미 국립 사범대 한국어문학과 한국어 프로그램에서 한국어 교육이라는 맥락에서 이루어지는 한국문학 교육의 교수-학습을 관찰하는 현장 연구를 진행하였다. 한국문학 관련 강의를 참관하여 한국문학 교수와 학습의 실상과 문제점을 파악했다. 이러한 논의를 바탕으로 우즈베키스탄에서의 한국문학 교육의 문제점을 지적하고 앞으로의 대안과 과제를 제시하였다. The purpose of this study is to examine the status of Korean literature education in Uzbekistan, identify problems and propose future alternatives and tasks. To do end, the researcher participated in and observed the Korean literature education that is being carried out at the Nizami State Pedagogical University, which is a Korean language teacher training organization. Here, the content and significance of this study is briefly discussed according to the order of it progressed. In order to examine how Korean literature education at Nizami Sate Pedagogical University is carried out in terms of Korean education, the research investigated the Korean literature education program and with its analysis identified the status and problems of Korean literature education in Uzbekistan. Next, a survey was conducted with senior learners studying Korean language education in order to analyze the status and needs of the learners receiving Korean language education. This survey was conducted with learners who are currently studying Korean literature in order to obtain basic data about the status and needs of Korean language learners and to find out the status of Korean literature education in Korean language education in Uzbekistan. Based on these discussions, problems of Korean literature education in Uzbekistan were pointed out and future alternatives and tasks were proposed.

『국어국문학』을 중심으로 본 국어교육 연구의 흐름과 과제

염은열(Yeum, Eun-yeul) 국어국문학회 2012 국어국문학 Vol.- No.160

The purpose of this study is to overview research on Korean language education in Journal of The Korean Language and Literature published by ‘the Society of Korean Language and literature’. ‘The Society of Korean Language and Literature’ was established 60 years ago and had contributed to develope theories or knowledges about Korean language and literature and to make decision related with language policies and education. Also the society was a kind of motherlike society, lots of specific societies or academic trends were derived from this society. The birth of Korean language and literature education studies has to be understood and delineated in connection with this society. So we regarded the history of Korean Language education research as a process of academic independence from Korean Language and Literature studies in the Society of Korean Language and literature. We had a focus on Journal of The Korean Language and Literature from first volume(1952) to 159th volume(2011). As a result, we found the trend of research could be divided into three period. We called first period as ‘a period of experience and action’, in which researchers as social leaders had engaged themselves in proposing some ideas and making some policies related with Korean Language impassionedly. In second period called ‘a period of silence and investigation’, outside of Journal of The Korean Language and Literature, researchers studied Korean language education had debated actively about academic identity of Korean Language education research. By contrast, inside-researchers kept a silence at first time. After a while they had made some suggestion and had discussed some issues related with recognizing academic identity. In latest period called ‘a period of settlement and specialization’, various and diverse research had been proposed. But we had been apprehensive about those research giving the big picture a miss. As a fact, this paper was planned for the 60th anniversary of the Society of Korean Language and literature. We hope that we would reflect our research and ourselves as researchers by now and find new themes to research in future.