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자료유형
학술저널
저자정보
저널정보
한국문법교육학회 문법교육 문법교육 제29권
발행연도
2017.1
수록면
215 - 245 (31page)

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This article is aimed to found the identity of grammar education through the analysis of national Korean curriculum. From syllabus period to the third curriculum, the beginning of the grammar education, this period was not rich in grammar educational contents, but it laid the foundation for grammatical contents. From the 4th curriculum to the 7th curriculum, grammar education has greatly improved. Grammatical education has been criticized because it is focused on knowledge education, but the results of various studies overcome the crisis, and the contents of grammar education have been refined more concretely. After the 2007 curriculum, grammar education contents have been expanded to ‘sentence, discourse/text, language’ and balanced in terms of ‘knowledge, use and attitude’, but the contents have recently been reduced. Grammar knowledge and grammar inquiry learning are suitable for educating ‘self-reflection and self-development competence’ and ‘data and information utilization competence’ of core competencies. The grammar of discourse and the education of language’s use is related to ‘critical and creative thinking competence’, ‘communication competence’, ‘community interpersonal relationship competence’. ‘Culture enjoyment competence’ and ‘community interpersonal relationship competence’ can be improved with Korean language recognition and attitude, grammar based on real-life language, etc.

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