본고는 제7차 중학교 국어 교과서 단어 형성법 단원의 문제점을 지적하고 이에 대한 해결책을 제시하고자 한다. 단어 형성법 단원은 첫째, 단원이 위계에 맞게 위치되지 못하고, 둘째, 단원 구성 방식이 다른 영역과의 통합적 방식이 되지 못했으며, 셋째, 문법 용어를 의도적으로 배제하여 비효율적이다. 넷째, 교수․학습을 위한 예시로 사용된 단어의 수준이 중학생 수준 학습자의 언어생활과는 거리가 먼 사용 빈도가 낮은 단어가 다수 사용되고 있다. 또한 학습자들의 실제 언어생활에서 접하게 되는 한자어와 외래어가 배제되거나 일관성이 없이 제시하고 있어 교수․학습에 혼란을 주고 있다. 따라서 단어 형성법 단원은 단어 형성법과 형태소를 결합한 단원으로 구성되고, 국어의 다른 영역과의 통합이 모색되어야 한다. 또한 효율성을 높일 수 있을 정도의 문법 용어를 사용해야 하며, 학습자의 실제 언어생활을 반영할 수 있도록 사용 빈도가 낮은 단어의 사용을 줄이고, 한자어, 외래어, 새말 등을 일관성 있게 제시해야 한다.

The objective of this study is to find out the problems of the word- formation chapter found in middle school Korean textbook based on the 7th National Curriculum and suggest solutions to them. The word-formation chapter has five problems. First, the word formation chapter is placed in the wrong stage. Second, it is not integrated with the other grammar chapters. Third, it excludes grammar terms on purpose. Fourth, it includes many example words that middle school students do not use practically. Finally, the chapter excludes words written in Chinese characters and foreign words that most of learners use in their lives. It leads to confusion in teaching and learning. Therefore, this study suggests five solutions. First, the word formation chapter should be based on the combination of word formation and morphemes. Second, it should be integrated with the other grammar chapters. Third, it should be composed to make learners use efficient grammar words in their lives. Fourth, it should reflect the learners' practical language use. Finally, it should include common words, words written in Chinese characters, foreign words and neologism.

The objective of this study is to find out the problems of the word- formation chapter found in middle school Korean textbook based on the 7th National Curriculum and suggest solutions to them. The word-formation chapter has five problems. First, the word formation chapter is placed in the wrong stage. Second, it is not integrated with the other grammar chapters. Third, it excludes grammar terms on purpose. Fourth, it includes many example words that middle school students do not use practically. Finally, the chapter excludes words written in Chinese characters and foreign words that most of learners use in their lives. It leads to confusion in teaching and learning. Therefore, this study suggests five solutions. First, the word formation chapter should be based on the combination of word formation and morphemes. Second, it should be integrated with the other grammar chapters. Third, it should be composed to make learners use efficient grammar words in their lives. Fourth, it should reflect the learners' practical language use. Finally, it should include common words, words written in Chinese characters, foreign words and neologism.

school grammar, morphology, word formation, text book, derived word