This paper examines how grammar knowledge should be understood and interpreted in Korean language education. First, based on the Korean language curriculum, the presentation and understanding of knowledge as educational content is analyzed, while focusing on the type and nature of knowledge. Moreover, the understanding of grammar knowledge in the Korean language curriculum in analyzed, while focusing on the nature of knowledge. Finally, the nature of grammar knowledge and the direction of grammar education is determined.
Korean language education highlights the importance of procedural knowledge and focuses on the application of knowledge based on pragmatism. Grammar knowledge has not only been perceived as propositional knowledge, but also the use and application of knowledge has been emphasized. This paper highlights the transformation and connection of propositional and procedural knowledge. This paper also notes that procedural knowledge must not only deal with processes, but also "perspective" and "judgments."
