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This study compared and analyzed Korean educations in South and North Koreas centered on grammar education presupposing that it is necessary to deeply understand Korean education in North Korea to prepare for the unification between South and North Koreas. The standard referred to in the comparison was selected ranging from the theoretical foundations based epistemologically on grammar education to concrete educational phenomena such as curricula, textbooks, teaching, learning and evaluation.
The grammar educations in South and North Koreas show a great difference in many parts, and the differences in the aspect of educational phenomena can be seen to occur from those in the theoretical foundations such as a view of education, a view of language, a view of Korean education, and a view of grammar education. The grammar education in North Korea itself does not have any knowledge worth educating, attaches importance to the knowledge based on actual Korean life, and focuses on having students in the low grades of an elementary school acquire basic concepts. The educational contents selected are composed centered on things actually necessary to Korean life such as orthography or standard pronunciation, which is different from that of South
Korea in that it cannot consider the contents of definitional area like the attitude towards the Korean language. The textbooks do not present special activity of learning grammar, and briefly provide only basic learning contents. A teacher's explanation-oriented class method is preferred. Evaluation is also made in a centralized method with the direct management and control by the state.
The grammar educations in South and North Koreas have something in
common despite their many differences. The commonest thing is that they have the practical purpose of providing students with knowledge available to Korean life, and that they attach importance to exercise or activity in the aspects of teaching and learning in order to achieve the purpose. And the phenomenon of emphasizing that they should positively use in classes various media, in
particular, ICT like a computer is found both in South and North Koreas.
This study indicates that the grammar educations in South and North Koreas have a very great difference compared to their commonness. But when they make efforts to cherish and promote such little commonness, Korean educations in South and North Koreas will be able to take a step forward towards unification.
The grammar educations in South and North Koreas show a great difference in many parts, and the differences in the aspect of educational phenomena can be seen to occur from those in the theoretical foundations such as a view of education, a view of language, a view of Korean education, and a view of grammar education. The grammar education in North Korea itself does not have any knowledge worth educating, attaches importance to the knowledge based on actual Korean life, and focuses on having students in the low grades of an elementary school acquire basic concepts. The educational contents selected are composed centered on things actually necessary to Korean life such as orthography or standard pronunciation, which is different from that of South
Korea in that it cannot consider the contents of definitional area like the attitude towards the Korean language. The textbooks do not present special activity of learning grammar, and briefly provide only basic learning contents. A teacher's explanation-oriented class method is preferred. Evaluation is also made in a centralized method with the direct management and control by the state.
The grammar educations in South and North Koreas have something in
common despite their many differences. The commonest thing is that they have the practical purpose of providing students with knowledge available to Korean life, and that they attach importance to exercise or activity in the aspects of teaching and learning in order to achieve the purpose. And the phenomenon of emphasizing that they should positively use in classes various media, in
particular, ICT like a computer is found both in South and North Koreas.
This study indicates that the grammar educations in South and North Koreas have a very great difference compared to their commonness. But when they make efforts to cherish and promote such little commonness, Korean educations in South and North Koreas will be able to take a step forward towards unification.
목차
1. 서론
2. 남북한 국어지식 교육의 비교 준거
3. 남북한 국어지식 교육의 비교
4. 결론
참고 문헌
Abstract
참고문헌 (38)
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