This study is a study that specifically reveals the 'short platform' that refers to a short video and analyzes the comments in linguistic and Korean education. The 'short platform', which has been dealt with differently in studies so far, was specified under the names of 'short video media' and 'short video', and the communication structure at the level of discourse was presented by analyzing the media and communication characteristics of the 'TikTok type short platform'. In addition, the comments on the video were viewed as a kind of appreciation reaction, and the linguistic characteristics were described by dividing them according to the linguistic layer. And this content was dealt with in terms of Korean language education, and ended by suggesting textbook learning activities to utilize it in detail. The detailed discussions in each chapter were conducted as follows.In Chapter II, the characteristics of short video media and comments and communication environments were dealt with. First, the concept and characteristics of the 'TikTok type short platform' were described. The 'TikTok type short platform' had different characteristics from general videos such as playback time, playback method, screen ratio, content element, reaction, and reproduction. Next, the general characteristics of video comments among communication comments were explained. Here, starting from the theory of appreciation of works of art, the video comments were viewed as a kind of 'appreciation reaction' to images, and the criteria for categorizing the comments were presented. These were largely divided into comments showing reactions to internal factors of the video, reactions to factors outside the video, and other reactions and behavioral patterns, and these were explained through specific examples. Furthermore, in order to confirm the characteristics of short video media comments, the entire comment window was investigated on YouTube for short videos with original images. Through this, four characteristics of short video media comments could be derived. As a result of the study, short video media comments consisted of a higher ratio of short sentences than those of the original video, and the number of comments was small compared to the number of views. In addition, there was a lot of negative content, and it was confirmed that there were relatively many reactions to a specific person. Next, the short communication study between video media and comments explained the communication structure of various social media according to changes in the media environment, and presented the communication structure between video media and comments as a specific framework from the perspective of communication and discourse.In Chapter III, the linguistic characteristics of short video media comments were discussed. According to the research basis of the field of communication language, detailed discussions were conducted by classifying them into linguistic layers 'transcription and phonology', 'morphology', 'syntactic', and 'lexicology'. In the 'transcription and phonology' part, comment notation that activates the function of the comment window in the form of comment notation, creative phoneme, speech recognition, and phonological constraints were discussed, and examples of the use of unusual punctuation marks were examined. In 'morphology', we looked at new endings ('-며', '-면서', '-랄까'), and new affix ('폰-', '-까', and '-빠') that are popular in short video media comments, and in 'syntactic', we checked how the transformation of sentence components and fluctuations in the stage of listener honorifics appear in short video media comments. In addition, we were able to find cases where direct citation expressions are used as a new function in the comment window. Finally, in 'lexicology', we looked at how dialects, foreign languages, buzzwords, and newly coined words appear in short video media comments, focusing on some examples.In Chapter IV, these short video media comments were viewed from the perspective of the content elements of 'media' and 'grammar' in the common curriculum during the 2022 revised curriculum, and the achievement standards of 'media communication' and 'language life exploration' subjects in the selection-oriented curriculum. This chapter actively reflected the opinions of actual learners and teachers, not just analyzing the literature. First, from the perspective of knowledge, skills, and attitudes, which are the goals of the curriculum, it was examined whether the content or format of the short video medium can provide educational meaning to learners. First, there was an opinion that if a short video medium is used in the process of acquiring 'knowledge' in the field of grammar and media, it may be appropriate to arouse interest in learners or quickly receive specific content. However, based on the opinion that excessive use of short video media in everyday life, not in a systematically manipulated educational field, could rather reduce learning ability, there were opinions that negatively perceived the situation in which short video media is leading the trend. Secondly, regarding the critical acceptance of media data, there was an opinion that short video media may contain a lot of inappropriate content due to the indiscriminate production of information, and that many students may come into contact with it continuously. In addition, there was an opinion that the use of short video media should be avoided in educational situations unless the use of short video media is systematically structured because it may be difficult for these students to select the appropriate information by logical thinking.In terms of psychology, it was overindulgence that was pointed out as the biggest problem with short video media. Short video media are said to increase the sense of immersion with vertical images and promote the secretion of excessive dopamine through endless recommendations. In this regard, there was an opinion that short video media cause major problems in learners' brain development and negatively affect execution function and resection ability. However, there was also a positive aspect of the psychological dimension in the use of short video media. Short video media are more advantageous than other video media because anyone can upload videos through an editing process that is not difficult and sharing is fast. There was an opinion that this could be an important experience in the process of revealing oneself to others and finding one's identity through new media.Finally, there was an opinion that short video media had a negative effect in terms of social relations. As previously stated in the characteristics of short video media comments, many negative comments on short video media were found compared to those on the original video. Negative comments include discriminatory language expressions or abusive language that slander others, and through this, negative experiences in relationships with others can adversely affect the formation of social relationships. In addition, there was an opinion that unverified information was spread in short video media, and short video media and comment examples were presented to support this. Learners can become both producers and recipients of false information due to the nature of short video media, which are media that are easy to produce and share. This is an element that is also linked to the critical acceptance of information and reflection on Korean language life mentioned above. Therefore, there was an opinion that in the process of accepting and producing short videos, desirable use was required in consideration of the characteristics of the media. In addition, since the comment window of the short video medium has the function of automatically sorting popular comments, there is a possibility that stimulating or extreme comments are arranged on the top. There was also an opinion that it could deprive various information audiences who read comments from a balanced perspective by fixing specific comments on the top according to the publisher's intention. Crucially, when viewing a single video, this opinion polarization can be intensified by a system that automatically recommends only videos of a similar subject, which can lead to social problems.The head of the Ⅴ proposes a plan to implement it in Korean education based on the discussion of this educational perspective. By analyzing five textbooks reflecting the existing 2015 curriculum, their problem and desirable parts were presented. Except for some, the current textbooks did not actively use media related to learners' real lives in the curriculum. In addition, it is correct that learning contents based on behavioral patterns that learners can see when using the media should be constructed, but it was difficult to intend to internalize knowledge, skills, and attitudes by organizing educational contents with contents far from this. Therefore, in the last part, a new textbook learning activity reflecting the previously analyzed contents was presented.In the newly proposed activity, data to confirm the characteristics of short video media were presented. In addition, the comments on short video media were reconstructed into cases that were frequently left by actual users, and edited to an appropriate level in an educational document called a textbook. Through these, the communicative and linguistic characteristics of comments are examined, and the function and attitude of using media language are reflected. Finally, the learning activity ends by discussing attitudes for desirable language use.