한국어 교육과정(KSL) 운영 소고

Abstract

The purpose of this paper is to examine the current status and problems of the operation of the Korean language curriculum so that the Korean language curriculum (KSL) can establish its status as a true national level curriculum and to find ways to improve its operation. Accordingly, the current status and problems of the operation of the current Korean language curriculum were examined and measures were sought to improve the operation of the Korean language curriculum so that the 2012 Korean language curriculum and the 2017 revised Korean language curriculum could establish their status as true national-level curriculum. Three problems of the Korean language curriculum that need to be improved in order to acquire a status suitable for the national level curriculum were pointed out. First, there was a problem that the opening of Korean language classes could not keep up with the needs of students. Second, it was pointed out that the operation of the Korean language education instructor support system was insufficient. Third, it pointed out the problem of the Korean language education support delivery system that cannot deliver it to learners even though systems and means are in place. And three measures were proposed to improve this. First, it was proposed to operate a Korean language curriculum by sharing local community educational resources. It was argued that by integrating and operating Korean language education programs operated by various ministries and institutions, the limitations of the Ministry of Education's physical human resources can be overcome and learners' access to educational services can be improved. Second, in order to operate the Korean language curriculum by sharing local community educational resources, it is necessary to change the consciousness of specific ministries, especially the Ministry of Education. It was argued that the Ministry of Education's leading and active attitude is necessary to clarify the delivery system of Korean language education conducted by various ministries and institutions. Third, it was argued that the diversification of delivery media such as online content should be made as a way to increase accessibility to Korean language education. In particular, the 'lowest level of achievement' introduced in other curriculums was applied to the Korean language exchange course, and the necessity of online content degradation was argued.