문법 교육에서 맥락의 수용 문제

초록

As the curricula of individual subjects were revised this year in accordance with the 2009 revised Curriculum, they were notified on August 9. Moreover, in the curriculum of Korean in accordance with the 2009 revised Curriculum, the ‘context (knowledge, function, context)’ vanished, which had newly appeared as a systematic category of the contents of the curriculum of Korean in the 2007 revised Curriculum, and changed into the systematic category of the contents of ‘knowledge, function, and attitude.’Then, does the systematic category of the contents of ‘context’, which were emphasized in the 2007 revised Curriculum, sufficiently make its meaning realized in the education of Korean and of grammar? And, can we say that the ‘situational context’ and the ‘socio-cultural context’, which were given focus in the 2007 revise Curriculum, have been sufficiently crystallized in each area to attain their goals? The discussion in this study starts here. In order to discuss the problem of the accommodation of contexts in the education of grammar, this paper tries to come up with a direction of the realization of context-related educational contents in the grammar field by 1) first examining the concept and types of context, 2) investigating how context has been accommodated in the dimension of curriculum, and 3) analyzing the content factors of context-related education in each area of Korean.

키워드