사고력 함양의 모국어 교육

The spirit of this thesis is simple to the European teachers, but may be bitter to teachers of Korean. We found some negative results from the students who have been taught Korean after twelve years of teaching. Much of them cannot catch the accurate conceptual structures after reading a book of some conceptual complexities, nor can compose meaningful essays, and pass unnoticed the logical fallacies in discourses. We think these results are due to the philosophy constituting the curricula of Korean. The curricula of the subject are consisted of arts of verbal activities, such as speaking, listening, hearing and reading. So they specify manuals of greetings, arts of listening, processes of reading, and so forth. The compilers of curricula were influenced by the curricular of teaching a language as a foreign one. They lack thinking processes, logic and reasoning which are underlain in oral texts and written ones. Native tongue is a forceful tool of thinking and reasoning. It is an instrument of recognizing the world and self. It also is a tool of explicating the phenomena of the world, and of analyzing abstract propositions. In teaching a native tongue, we must impose thinking and reasoning on every student specifically in one's higher level.