This paper is to discuss the contents of the publishing education which are included in the curriculums of Korean for the elementary, the middle, and the high school. The curriculums of Korean contain 'speaking', 'listening', 'reading', 'writing', and the basic domains of language and literature; Of them, the main object examined intensively through this study is the teaching-learning on the publishing and editing which is included with the curriculums of 'reading(reading book)' and 'writing(composition)'. Thus, the range of the study object has been set up to the 7th curriculum period applied today since the 1st curriculum one established and promulgated on April, 1955; The study methodology selected in order to discuss effectively is based on all successive Korean curriculums and the investigation and analysis of the related text books compiled in confirmity with them. The result, especially in the case of the teaching-learning on editing, showed that editing had been reflected much more weight until the 3rd curriculum period(1973.2.~1981.12.). In the half and the latter half of the 1980's, however, it was dealt with very passive aspect; It is considered to bring an educational failure on itself. Publishing and editing phenomenon are very important experience domains which have far intervened in our life through the past and the present. In this sense, there is the necessity to reflect and learn publishing and editing education deep in each class curriculum. In relation to this, the point to editing(weaving) can be especially summarized in five categories as follows: The first, editing(weaving) education in the curriculum of the elementary, the middle and the high school should be positively realized in the side of the efficient usage of the media. The second, editing(weaving) should be the equivalent object of the teaching-learning with 'writing(composition)' being intellectual capacity requested in leading a creative life. The third, there is the necessity for all communicative behaviors to be taken the principles possible to be with intent controlled into the concrete framework by 'weaving'. The fourth, it should be attentive to the fact that the influence of the publishing media is still powerful, and face up to the fact that editing(weaving) plays the core role. The fifth, it should be reconfirmed that editing(weaving) is the essentials of the communication and an important existence intervened consistently to the functions of all media. In this very sense, it can confirm that editing(weaving) is one of the most important teaching-learning objects with the cultivation of other basic capacities.
(0)
(0)