Korean Textbooks Research Articles

A Study on the Present State and Task in Korean language Digital Textbook’s Development - focused on elementary Korean language textbooks-

A Study on the Present State and Task in Korean language Digital Textbook’s Development - focused on elementary Korean language textbooks-

Comparative Analysis of the Description of Osmosis in Korean and American High School Chemistry Textbooks

Comparative Analysis of the Description of Osmosis in Korean and American High School Chemistry Textbooks

The Development of Korean Textbooks for Thailand Secondary School Students

The Development of Korean Textbooks for Thailand Secondary School Students

A Study on the Vocabulary of Korean Textbooks; Focused on textbooks published after the 1980s

A Study on the Vocabulary of Korean Textbooks; Focused on textbooks published after the 1980s

A Study of Illustration of Korean Textbooks which Published in Korea, China and Thailand

A Study of Illustration of Korean Textbooks which Published in Korea, China and Thailand

Analysis of Vocabulary in Middle School Korean Textbooks of the 2015 Revised Special Education Basic Curriculum

Analysis of Vocabulary in Middle School Korean Textbooks of the 2015 Revised Special Education Basic Curriculum

Bibliographic and Translational Research of Anatomy (1906), the First Korean Textbook of Anatomy

Bibliographic and Translational Research of Anatomy (1906), the First Korean Textbook of Anatomy

제3차 교육과정기 고등학교 『국사』 국정교과서의 한국 근⋅현대사 서술과 그 특징

제3차 교육과정기 고등학교 『국사』 국정교과서의 한국 근⋅현대사 서술과 그 특징

고등학교 『한국사』 교과서에서 고려 대외 관계사 서술의 문제점과 그 대안

2009 개정 역사과 교육과정은 고려의 대외 관계사 서술의 방향을 ‘고려의 대외 관계를 통해 고려 사회와 문화의 다원성과 개방성을 살펴본다.’라고 정하였다. 또한, 2009 개정 역사과 교육과정에서는 ‘때로는 주변 세력과 충돌하기는 했지만 외교를 비롯한 교류관계를 통해서 국가의 안전과 발전을 모색하였다. 무역도 활발히 이루어졌으며 교류를 통한 여 러 문물의 수용을 통해 고려는 다원적이고 개방적인 사회와 문화를 발전 시켰으며, 고려의 경제도 활기를 띠었다.’라고 구체적인 서술의 내용까 지 제시하였다. 하지만 실제 2009 개정 한국사 교과서 고려 대외관계사 의 주된 내용은 여전히 ‘전쟁사’에 초점이 맞추어져 있는 것이 사실이다. 이는 고려 대외관계사의 문제점은 인식하고 그 방향성은 설정하였지만 현실적으로 그 대안적 서술에 대한 모델이나 연구가 충분하지 않은 데서 기인한다. 『한국사』 교과서에 역동성을 불러 넣기 위해서는 그 속에서 변화가 느껴져야 하고 사람 냄새가 나야 하며, 다양성, 응집성이 있어야 한다. 이 러한 기준으로 보았을 때 적어도 『한국사』 교과서의 고려 대외 관계사는 가장 역사의 역동성을 살릴 수 있는 부분이라고 생각한다. 고려의 개방 성과 다원성 때문이다. 그럼에도 불구하고 현행 『한국사』 교과서 고려 대외 관계사 부분은 역사의 역동성을 잘 보여주지 못하였다. 따라서 어 느 한 나라에 집중해서 대외 관계를 서술하는 것이 아니라 다양한 국가와의 관계에서 고려와 어떠한 영향을 주고받았는지 보여주어야 한다. 또 한, 수출품과 수입품이 특정 시기에 고정된 것으로 보는 것이 아니라 끊 임없이 상호 영향을 주고받는 과정에서 변화하는 것으로 이해해야 한다. 무엇보다도 역사에서 사람 냄새가 물신 풍길 수 있도록 물적 교류뿐만 아니라 인적 교류를 강화해야 한다. 그리고 이 모두가 한 데 어우러져 기 술됨으로써 응집성을 높여야 한다. 다양성과 변화, 응집성 등의 요소를 포함한다면 현재 『한국사』 교과서가 보다 훨씬 살아있는 『한국사』 교과 서가 될 것이다.

남북한 초등학교 수학 교과서의 학습 내용 비교 분석 –1,2,3학년을 중심으로-

In this study, we analyzed the elementary school mathematics textbooks used from 1st to 3rd grade in South Korea and North Korea. The textbooks were specifically compared in terms of their content. As a result, some implications on the similarities and differences between the two textbooks were derived. First, a number of content elements had been taught earlier in South Korea than in North Korea and vice versa. Secondly, most of the content elements that have been taught only from 1st to 3rd grade in South Korea, and those that have been taught only in North Korea were extracted. Therefore, we established that the contents covered in South and North Korean textbooks were different in terms of period and order of teaching and existence of learning contents. Therefore, this study draws some implications from the discussion based on the analysis of the results.

1940년대 미국에서 발행된 한국어 교재의 서지학적 연구

1940년대 미국에서 발행된 한국어 교재의 서지학적 연구

재외동포 대상 한국어 교재 개발 현황과 연구 동향

재외동포 대상 한국어 교재 개발 현황과 연구 동향

Analysis of Proverbs in Korean Textbooks for Foreigners

Analysis of Proverbs in Korean Textbooks for Foreigners

남 · 북한 초등 국어 교과서에 나타난 지시문의 문장 종결형 연구 - 3학년 교과서를 중심으로

남 · 북한 초등 국어 교과서에 나타난 지시문의 문장 종결형 연구 - 3학년 교과서를 중심으로

Discrepancy of Medical Terminology Regarding Colorectal Surgery Between South and North Korea.

PurposeWe aimed to investigate the extent of heterogeneity in medical terminology between South and North Korea by comparing medical terms related to the colorectal system.MethodsNorth Korean medical terms were collected from the sections on diseases of the small intestine and colon in a surgery textbook from North Korea, and those terms were compared with their corresponding terms in a South Korean medical terminology textbook. The terms were categorized as either identical, similar, showing disparity, or not used in South Korea. In a subsection analysis, the terms were allocated to pathophysiology, diagnosis, symptoms and examination, drugs, testing, treatment, or others according to the categorization used in the textbook.ResultsWe found 705 terms in the North Korean textbook, most of which were pathophysiological terms (206, 29.2%), followed by diagnostic terms (165, 23.4%) and symptom and examination terms (122, 17.3%). Treatment-, drug-, and testing-related terms constituted 15.5%, 5.8%, and 4.1% of the 705 terms, respectively. There were 331 identical terms (47.0%) and 146 similar terms (20.7%); 126 terms (17.9%) showed disparity. Another 102 terms (14.5%) were not used in South Korea. The pathophysiological terms were the least heterogeneous, with 61.2% being identical terms used in both countries. However, 26.8% of the terms in the drug category were not used in South Korea.ConclusionThe present study showed that less than 50% of the terms for the colorectal system used in South and North Korea were identical. As the division between South and North Korea persists, the heterogeneity of medical terminology is expected to increase.

한국과 일본의 중 · 고등학교 국어교과서의 비문학텍스트 연구

This study aims to compare nonliterary passages in the native language textbooks for middle and high school students in Korea and Japan, and to examine the ratio of nonliterary texts, genres, and range of subjects to identify distinct sociocultural characteristics of each nation’s national language curriculum. Further, the study analyzes changes found in the different levels of education (i.e., the changes in the curriculum of middle school and high school) and the consequent differences that are apparent between the two countries. An examination of the nonfiction passages indicates that Korean textbooks show a higher concentration of biographies and explanatory passages that mainly focus on delivering information, and Japanese textbooks have a higher ratio of assertive passages that aim to persuade and educate students. Both countries showed a significant bias in the gender of authors and biographical figures. BR In particular, while biographies featuring in Korean textbooks accentuated the values of service, overcoming and loyalty, Japanese textbooks contained fewer in number and did not appear to promote particular values. The subjects of explanatory and assertive passages were divided into 5 general categories. The study showed that ‘social studies’ and ‘language’ were dominant in Korean middle and high school textbooks, but middle-school level passages focused significantly more on ‘science’ while high school passages were concentrated on ‘language’. Japanese middle and high school textbooks showed a higher concentration of ‘social studies’ and ‘art’, and the difference between school levels was most significant in the subject of ‘art’. The themes were further divided into 25 specific categories and the study showed that Korean middle school textbooks contained a great number of passages on ‘reading/debate’, ‘ethics/peace’ and ‘society/living’, while Korean high school textbooks showed a particularly high concentration of passages on ‘the value of the national language’ which is associated with ‘loyalty’ among within the subject of ‘language’. Meanwhile, Japanese middle and high school textbooks contained a great number of passages related to ‘literature’ and ‘culture’. To sum up the results of the study, it can be concluded that Korean textbooks prefer passages regarding practical living and values of ‘service, overcoming, loyalty and ethics’, and in comparison, Japanese textbooks highlight Japanese values through art, literature, and culture.

잠재적 교육과정으로서의 한국어 교재 요소 분석 -세종한국어 교재를 중심으로-

잠재적 교육과정으로서의 한국어 교재 요소 분석 -세종한국어 교재를 중심으로-

현덕 작품의 제재화 특성 분석－ 초등학교 및 중학교 국어 교과서를 중심으로 －

현덕 작품의 제재화 특성 분석－ 초등학교 및 중학교 국어 교과서를 중심으로 －

오류 분석을 통한 한국어 목적 표현 ‘－을 겸’의 교육 방안 연구

This study aims to present implications for foreign Korean learners in order to effectively teach -eul gyeom through the analysis of error in usage. First, it examines how Korean textbooks and teachers’ guidebooks present the target grammar －eul gyeom. The investigation includes: the level at which this grammar is taught, the type of presentation, the explanation, and whether exercises can be used. In addition, the error patterns of -eul gyeom were analyzed in the Korean learners’ corpus of the National Institute of the Korean Language. The results of the error analysis suggest that learners should be more clearly aware of the meaning of the previous clause and the subsequent clause when learning -eul gyeom.

한국어 공손 화용교육의 학습 단계별 학습 내용과 교육 방안

Taking notice of politeness, which is central to Korean pragmatic education, this paper suggested the educational contents of politeness pragmatic expressions according to learning levels, and discussed about specific learning methods. This was based on findings from the analysis Korean textbooks, a questionnaire survey of teachers and learners, and the analysis of the learners’ errors. First, at the beginning level, pragmatic education about basic request and refusal expressions and education about hedges as well as education about grammatical honorifics should be conducted. At the intermediate level, pragmatic education about general address terms derived from titles of authority and kinship terminologies, the politeness of suggestive form ‘-haeyo’ style as well as the aspects of politeness displayed at non-pragmatic levels and the definite perception on the concept of politeness should be conducted. In the learning, it is required to compare differences between a case where a request or a refusal expression is made directly and a case where a request or a refusal expression is made indirectly and politely, and to compare step-wise differences of request and refusal expressions that exist according to the degrees of politeness. At the advanced level, education about a high level of honorific vocabulary or pragmatically polite extraordinary expressions should be carried out. As for methods for politeness pragmatic education, it can be suggested that the pragmatic generative mechanisms of polite expressions(differences between honor and politeness, between absolute politeness and relative politeness, between formal politeness and informal politeness, the important role of hedges) should be recognized, and that education about linkages between non-pragmatic levels(grammar, vocabulary) and the pragmatic level, and the linkage between pragmatic education and politeness pragmatic education should be conducted.