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논문검색은 역시 페이퍼서치

국어교육검색

The Education of Korean Language


  • - 주제 : 어문학분야 > 국어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1226-3958
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 131권 0호 (2010)
5,800
초록보기
This paper deals with how to integrate North Korean and South Korean dialects in the future, examining the cases of Germany and Vietnam. In the case of Germany, there was only one orthography and they were already able to communicate with each other effectually, even when they were divided. In contrast, Vietnam had become partitioned after colonization by France. As a result, language confusion, which had lasted for 20 years, needed as much as 7 years just to standardize specialized terms in textbooks. Orthography between North Korea and South Korea differs, as do their prescriptive grammars. Additionally, it is estimated that 60% of the specialized terms in elementary, middle, and high school textbooks are dissimilar. Given this, the integration of language is unachievable without broader view point decision of the persons concerned in North Korea and South Korea. Orthography also needs to be made more concise by changing unnecessary rules such as `sai-siot` or `sai-hieut`, so that children and foreigners can more easily acquire Korean language competency.

기획 논문 : 독일통일기의 독어교육

이원경 ( Won Kyung Lee )
5,900
초록보기
The unification of two German societies that had been separated for four decades and had symbolized the systemic antagonisms of the Cold War marked a historically unparalleled cultural and political experiment. In rapid succession, the totalitarian system of the GDR was abolished, absorbed into the democratic FRG and taken into the European Community. This study focuses on the functions of German language education in the period of this dynamic change following reunification and it also explores the impact the unification process in Europe has had on German language politics.
6,400
초록보기
Transnationalism has transformed the hitherto diasporic community of overseas Koreans into the transnational community with closely interlinked networks between overseas Koreans and South Korea. Generational shift from the immigrant generation to later generations has brought about significant changes in ethnic identity, value orientations, language use patterns, and cultural practices of overseas Koreans. The general pattern is as the generation moves down to younger generations, Korean language proficiency and ethnic identity and attachment weakens while assimilation to mainstream culture of host society accelerates. Because language is the medium of transfer of ethnic culture and identity from generations to generations, Korean language education is the most important means of helping younger generations of overseas Koreans maintain their ethnic identity and culture and attachment to the motherland. In times of globalization, transnationalism, and multiculturalism, Korean language education for overseas Korean adolescents needs to change its goals, curricula, and teaching methods. It should strive to equip overseas Korean adolescents with global communication skills where knowledge of Korean language and culture are valuable assets in the global era. Curricula and teaching methods must be multicultural and intercultural so that overseas Korean adolescents can compare already-familiar knowledge of the host country with new knowledge of the mother country, find similarities and differences between the two, and embrace both countries with cultural tolerance and respect.

기획 논문 : 남북언어규범의 차이와 중국조선어규범 문제

김영수 ( Yong Shou Jin )
4,900
초록보기
The goal of this paper is to prove socio-cultural characteristics through linguistics analysis in the signboard language using at Hongjedong in Seoul and Hawaii Korea Town. First I analyzed the whole name of signboards into the unique name and the name of business type. The letter types of signboard are Hangeul, Chinese letters, Roman alphabet, Arabic numerals, and etc.. Indication expressions of human, region, worth are used in the unique name, especially indication expressions of family, for example {-ne(네)}, are widely used in the unique name of Seoul. This fact shows that Korean society emphasize the family before each single person. A comparison between the name of business type of Seoul and Hawaii, indication expression of place are the most used in Seoul, for example {-hoe(會)}, {-won(院)}, and etc. In comparison, indication expression of man are the most used in Hawaii, for example {-in(人)}, {-sa(士)}, and etc. Indication expression of place are widely used in English, for example { -mateu(mart) / -maket(market) / -(syap)shop / -(senteo)center / -keulleop(club) / -house(house)}, and etc.

기획 논문 : 고등학교 국어 "심화 선택" 체제 개편 방향

김종철 ( Jong Cheol Kim )
6,000
초록보기
Current system of the advanced and optional subjects in Korean language curriculum have failed to develop well balanced linguistic competence due to providing learners with specialized subjects based on content spheres. Korean language curriculum for high school course should aim at educating student to be a well cultured person with excellent linguistic competence. So I propose new system of high school course for Korean language education as follows. 1. Lets replace current optional subjects by canons of all fields. 2. Learning activities must include hearing, speaking, reading, writing and grammar. 3. Students can use textbook for reference providing knowledges and cases for learning activities. 4. The national academic aptitude test Ⅰ must assess all competences of hearing, speaking, reading, writing, grammar and literature. The national academic aptitude test Ⅱ assess writing competence on topics.

기획 논문 : 바람직한 화법 교육과정 구조와 내용 체계 연구

임칠성 ( Chil Seong Im )
5,700
초록보기
In this paper, I show a structure and contents of Hawbeop(a Korean name of a subject of speech communication in highschool) on the base of the character of oral communication and some needs of Korean present society. Oral communication and written communication is basically differ, so the education of oral communication should be differ from that of written communication. The former should focus on communication not language itself. Hawbeop abilities are ability of `discourse perform, interpersonal relation, making decision in group, speech in public, ethics.` The curriculum system of Hawbeop should be something like below.

기획 논문 : "독서" 과목의 구조

이성영 ( Seong Young Lee )
6,300
초록보기
We can divide structures of `Reading` course to three parts: relation, contents and performance structure. Relation structure is concern to relations with other courses and specificity. The `reading` course is not the synthesized-or-repeated deepening but transition course of `reading` area in basic-common curriculum. Contents structure is concern to goals and contents of `reading` course. We can see the specific shape of `reading` course through contents structure. Knowledge and skill are not goals because they are contents. The goals of `reading` course should be `good reading`, `happy reading`, and `learning by reading`. The contents of `reading` course should be consist of knowledges for understanding reading phenomena, skills for growth and problem-solving and cooperative reading and independent reading, experience for meaning and activity and emotion. Performance structure is concern to unfolding methods in order to realize educational intent. we can see the specific modes of educational activities. Performance structure is consist of contents, materials, teachers and students. These three structures of `reading` course should have inner-rationality and outer-co-relationship.
5,800
초록보기
This study is the structure and content of `composition` subject of highschool in 2009 National Curriculum. Now a highschool elective subject is one-to-one correspondence the territory of National Curriculum of Korean Language(k1-k9). But I think highschool elective subjects is based on the korean language ability to learn through k1-k9. So, the `composition` subject is intensified both National Curriculum of Korean Language and its `writing`. And the `composition` subject focus on the creative idea, problem solving, progress of idea, synthesize of idea and so forth, while `writing` of National Curriculum of Korean Language(k1-k9) focus on the basic skills on writing. The `composition` subject as an elective course has to have competitiveness to another elective course in Korean subject and the elective course of another subject. It is in complementary relations with another elective course in Korean subject. Especially, it is much the same with `speaking`. So, two would be better to be united to be one course.

기획 논문 : 고등학교 문학 과목 교육과정의 내용과 구조

김정우 ( Jung Woo Kim )
7,200
초록보기
The purpose of this paper is to investigate the contents and structures of `literature` in National high school curriculum. For this purpose, I analysed Korean national curriculum from 1th version to 2009 version, and then examine those of Japanese and Finnish by comparative view. Historically, as revision goes by, the contents of Korean national curriculum have been detailed, and the structures systematic. The curriculums in early stage focused on enhancement the level of learners´ culture and reading experience, and those has evolved gradually toward a direction that emphasize knowledges. Recently, new emphasis is being given to the literature with culture or in culture, and practising literature. Japanese curriculum revised in 2008 emphasizes reading the classics including both literature works and non-literature text. The significant feature of Finnish curriculum is to consider the minorities in multi-cultural society and to develop diverse subjects integrating skill, grammar, literature. The next curriculum need to consist of diverse subjects based on the integration of domains, and to have contents for learners` literary attainment and vocational needs.

기획 논문 : 문법 과목의 영역 구조와 내용

송현정 ( Hyun Jung Song )
5,900
초록보기
This is the research to re-structuralize elective subjects which `Presidential Advisory Council on Education, Science & Technology` suggested. They intended to develop students` core capability through re-structuralizing of high school curriculum. The main topics of this research are as followings. (1) What is the ground of combination between `Reading` and `Grammar`? (2) How change the content`s frame and details of `Grammar`? (3) What is the standard to divide `Grammar` into two parts? As to first topic, we explained that Grammar also needs `understanding characteristic` the same as Reading, reading texts are able to be supported for Grammar learning and Grammar can make analytic and structural reading. About second one, we analyzed grammar curriculum from seventh curriculum to 2009 revision curriculum and ascertained that Grammar`s focus is changing from `knowledge and understanding` to `using based on knowledge understanding`. Regarding third one, `Grammar Ⅰ` has core knowledge of grammar and stress language activities. `Grammar Ⅱ` put emphasis on normative grammar and identity of grammar.2009 Grammar curriculum as the elective subject is combined with Reading and focused using in real life.
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