Current Status and Tasks for the Study of Teaching-Learning Methods in the Reading Area of Secondary Schools

The purpose of this article is to examine the validity and objectivity of the teaching-learning method introduced to explain the Korean language subject research process, and to propose practical measures for the study of teaching-learning methods in Korean language subjects based on this. Among educational activities, the teaching-learning method is one of the key subjects in educational research in that it is the most practical and direct involvement in leading students' potential abilities to the maximum. In this regard, most of the research on teaching-learning methods seeks to secure the validity and objectivity of teaching-learning methods through a series of strategies and processes. However, examining the rejection of such teaching-learning method research in more detail, it can be found that there are many cases where the theoretical background or strategic application process required for teaching-learning method research, and statistical efficiency and objectivity due to the absence of a teaching-learning model or the application of the model are not properly equipped. This fact confirms that the recognition and discussion of teaching-learning methods are not justified, and thus the need for proper teaching-learning method research is being raised. In this article, 106 papers, including teaching-learning methods, were extracted from the Academic Research Information Service(RISS) and analyzed among the papers targeting the Korean language subject, especially the reading area. They are master's and doctoral dissertations published from 1969 to 2023, and I think they can give many implications for the study of problems related to the study of teaching-learning methods in the reading area and how to overcome them.