제7차 국어과 교육과정 시기에 들어서 그 어느 때보다도 국어과 교수․학습에 대한 관심이 크게 나타나고 있다. ‘무엇을’ 가르칠 것인가에 못지 않게, ‘어떻게’ 가르칠 것인가의 문제가 중요하다는 점을 인식한 결과라 하겠다. 그러나 국어과 교수․학습 논의와 관련하여, 연구자에 따라 모형, 방법, 전략, 기법 등의 용어들이 혼란스럽게 사용되고 있는 현실은, 체계적인 교수․학습 논의를 더욱 어렵게 하고 있다. 이 연구에서는 국어과 교수․학습 논의의 체계를 꾀하고자 ‘모형, 방법, 전략, 기법’ 등 주요 용어에 대한 재개념화를 시도했다. 아울러 ‘교수․학습 양식(style), 수업 아이디어, 수업진행 발화’ 등의 측면에도 관심을 가질 필요가 있음을 지적하고, 논의의 확장을 꾀했다. 국어과 교수․학습 방법 구성의 원리로 기존의 모형과 모형의 통합적 적용뿐만 아니라, 수업의 절차에 따라 모형과 기법, 기법과 기법 등의 다양한 통합적 전략도 고려할 필요가 있음을 지적하고자 했다. 이는 실제 학교 현장에서 일어나는 국어과 교수․학습 장면을 염두에 둔 것이기도 하거니와, 향후 실제 수업 장면 분석을 통한 다양한 수업 기법과 전략들을 정리할 필요가 있음을 시사해 준다.

The purpose of this paper is to develop principles of constructing teaching-learning methods in Korean language education (hereafter called KLE). Teaching-learning methods have been one of the most important topic in KLE since the 7th curriculum. This tendency implies that researchers began to recognize how to teach students is as important as what to teach. Unfortunately, KLE researchers have used the terms in different ways, such as teaching-learning model, method, strategy, technique, etc.. I tried to reconceptualize the terms in this paper. I investigated guidebooks for teachers, focusing on teaching-learning methods, which showed that just a few methods were showed frequently in similar ways. Also I suggested some principles of constructing teaching-learning Methods in KLE. We need to give more attention to the combination of model(s) and technique(s) as well as technique(s) and technique(s). I suggested that the principles of integrating methods and techniques in various ways, which will help teachers as well ass developer of models or methods.

The purpose of this paper is to develop principles of constructing teaching-learning methods in Korean language education (hereafter called KLE). Teaching-learning methods have been one of the most important topic in KLE since the 7th curriculum. This tendency implies that researchers began to recognize how to teach students is as important as what to teach. Unfortunately, KLE researchers have used the terms in different ways, such as teaching-learning model, method, strategy, technique, etc.. I tried to reconceptualize the terms in this paper. I investigated guidebooks for teachers, focusing on teaching-learning methods, which showed that just a few methods were showed frequently in similar ways. Also I suggested some principles of constructing teaching-learning Methods in KLE. We need to give more attention to the combination of model(s) and technique(s) as well as technique(s) and technique(s). I suggested that the principles of integrating methods and techniques in various ways, which will help teachers as well ass developer of models or methods.

Korean language education, teaching-learning method, model, strategy, technique, style