국어교육을 위한 연구는 현실적 실천력을 가져야 한다. 연구가 실천력을 가지기 위해서는 연구의 결과가 실천을 위한 방법적 요소를 구체화하고 있어야 한다. 지금까지 국어교육의 연구는 이러한 방법적 고려 없이 대상을 설명하거나 진단하는 서술적 이론을 지향하는 경향을 지니고 있었다. 그러기에 그러한 연구는 구체적 현실성을 지니기 어려웠다. 이를 극복하고 현실적 실천력을 갖추기 위해서는 연구의 방향이 수행적 이론의 개발로 나아가야 한다고 주장한다. 수행적 연구를 위해서는 내용과 방법을 포함해야 한다. 국어라는 교과는 언어를 대상으로 하므로 내용은 언어에 대한 해명으로 이루어져야 한다. 이를 위하여 그 교육적 의의를 구체화하고, 이를 바탕으로 그 과제에 대한 새로운 설명, 체계화, 조직 및 재조직으로 내용을 구성하게 된다. 방법이란 교육적 실천을 구체화하는 절차에 해당한다. 여기에는 목표론, 교재론, 교수-학습론, 평가론이 포함되며 이러한 요소들은 앞서 밝혀낸 내용들에 관한 교육을 실현하는 절차들이 기술되어야 한다. 이런 요소를 갖춤으로써 국어교육의 연구는 비로소 현실적 수행력을 갖춘 연구로 성립할 수 있다.

What is 'the methodology' in the research of teaching Korean has been a contentious issue in itself for many years, and any exploration of the problem leads to further unresolved questions. We have to give answers to this question. It is hoped that this paper will be of some use in seeking the methodology to promote the practicabilities of the research of teaching Korean. In order to achieve practicability, the research for the teaching Korean has to seek performative theory. Performative theory is composed of a sets of approaches to the contents and the methods. The approaches to the contents are to define and systemize the tasks, and the methods are composed of the theory of aims, materials, teaching-learning, and assessment. At the same time, the research of performative theory is in need of some kind of focusing the grade of students. If we have any belief in any kind of the research of teaching Korean we must encourage each researcher to formulate answers to these questions during initial training and to modify those answers continually in the light of practice and further informed reflection. In that sense, a paper such as this cannot and should not specify a researcher's approach to teaching Korean. On the other hand, none of the existing sets of approaches to the subject seems to provide a theoretical framework which continues to satisfy, or which always helps in tackling the fundamental questions specified above.

What is 'the methodology' in the research of teaching Korean has been a contentious issue in itself for many years, and any exploration of the problem leads to further unresolved questions. We have to give answers to this question. It is hoped that this paper will be of some use in seeking the methodology to promote the practicabilities of the research of teaching Korean. In order to achieve practicability, the research for the teaching Korean has to seek performative theory. Performative theory is composed of a sets of approaches to the contents and the methods. The approaches to the contents are to define and systemize the tasks, and the methods are composed of the theory of aims, materials, teaching-learning, and assessment. At the same time, the research of performative theory is in need of some kind of focusing the grade of students. If we have any belief in any kind of the research of teaching Korean we must encourage each researcher to formulate answers to these questions during initial training and to modify those answers continually in the light of practice and further informed reflection. In that sense, a paper such as this cannot and should not specify a researcher's approach to teaching Korean. On the other hand, none of the existing sets of approaches to the subject seems to provide a theoretical framework which continues to satisfy, or which always helps in tackling the fundamental questions specified above.

, , , , , , , , , ,

Teaching Korean, Language Education, Research of Teaching Korean, Performative Theory, Theory of Contents, Theory of Aims, Theory of Materials, Theory of Teaching-Learning, Theory of Assessment.