As demand for Chinese language studies is increased in Korea, the proper Chinese education grammar grade basis suiting for Korean learners is inquired. However, we have to look in advance 《？法等？大？》 set up in China for those who speak Chinese as a native language and those who speak Chinese as a second language. Then, we have to look over what organizational weakness it has when we apply it into Korean leaners.<BR> In this writing, I have described several organizational weaknesses of 《？法等？大？》 that I"ve found.<BR> The first, grammar entries and grammar element which are the part of grammar unit are not properly used in 《？法等？大？》. This might cause confusion by teaching Chinese.<BR> Second, grade range is more focused on 甲？ of grammar entries and the grade sequences are not arranged in stages.<BR> Third, the same grammar entries in systemicity between grade are described in according to the different basis.<BR> Forth, some of grammar contents are described in a different terminology even with the same contents and some of them are not in consistency throughout the chapter.<BR> Based on the weaknesses described above, I hope to find out proper grammar grade basis suits for Korean learners by examining their foreign language acquisition pattern and learning trait .
1. 들어가기<BR>2. 《語法等級大綱》<BR>3. 《語法等級大綱》의 체계상 한계점<BR>4. 나오기<BR>[참고문헌]<BR>Abstract<BR>