S-Space College of Education (사범대학) Center for Educational Research (교육종합연구원) 교육연구와 실천 Journal of the College of Education (師大論叢) vol.62/63 (2001)
역대 국어관과 국어교육 평가의 방향
Successive View on Korean Language and the Direction of Korean Language Education
- Issue Date
- 서울대학교 사범대학
- 사대논총, Vol.62, pp. 1-26
- This paper was designed to solve the pending problem in the field of education today. The problem refers to a phenomenon of attenuation of cultural education in Korean language education that is traditionally considered as very important. To solve this problem, we first investigated the quantity of key words appeared in the document of successive Korean curricula. This investigation shows that the elements treated significantly in the traditional Korean language education is five items, Korean language activities, the knowledge about Korean language, Korean literature, the culture of Korean language, the national consciousness. Among these five elements, four elements are related to the cultural tradition of Korean except ’Korean language activities'. Disappearing of traditional elements is a big loss to the country, and contemporary specialists of Korean language education are responsible for it. At the core of this distorting aspect on a view of Korean language education, there is a problem of university entrance examination system in Korea. The dilution of cultural education and thus is a matter of grave concern, The Korean language education in the future must be normalized to restore the elements of Korean culture education. To avoid bringing up students who have little knowledge about culture of Korean language in spite of being educated Korean language for a long time, we must change the system of making question for SAT of Korea. But it is not simple to change the direction of SAT of Korea. We must improve the contents and methods of assessment of 'language field', but we can not recur to the system of the past. The 21st century is a period of knowledge and information. We must develop an assessment system not only for increasing the power of thought and creative ideas, but also for developing the knowledge about culture on a national language. for this parpose the skill for making question items must be taken off one stage. If the academic circle of Korean language education agree with the problems and propositions suggested in this paper, we must put our wits on the rack to develope the skills for making question items for checking these abilities for cultural knowledge.