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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 : 134권 0호 (2011)

기획논문 : 국가수준학업성취도평가의 본질과 제 문제

김창원 ( Chang Won Kim )
6,800
초록보기
Education in South Korea has developed by the government`s initiative for 50 years after the independence. The National Assessment of Educational Achievement(NAEA) is an annual standardized assessment test for all 6th, 9th, and 11th grade students. The result is informed to every student from one of ``good, ordinary, basic, under basic``, and every educational district or school has to open the key information of the result through the internet. An investigation on background variables of schools and students is also carried out with the test, so that the results are analyzed together with the background variables for evaluation of national education. In addition, the results of the year are compared with those of past years. They are analyzed by points of change of national education achievement. NAEA is operated by experts of educational assessment and bureaucrats of MOE. In other words, opinions from actual teachers and scholars of each subject are hardly reflected in the test. This paper discusses the nature of NAEA in a perspective of Korean language education and develops some rubric for Korean language assessment of NAEA. As a result, the nature of NAEA is analyzed according to the following criteria ; individual approach/communal approach, status model/growth model, subject oriented/hyper-subject oriented, public educational system/hyper-educational system, provider based/consumer based, and pre-test stage/post-test stage. There are several issues related to the nature and problems of execution of Korean language assessment of NAEA. Examples include the validity of sampling, appropriateness of testing grades, totality of curriculum domain, the efficacy of equating and comparing system and validity of purposes of assessment for the first language education. Regarding on those, this paper analyzes some issues and problems of NAEA by macro-systematic level and micro-technical level with pre-test stage and post-test stage. Finally, several solution ideas of those issues and problems of NAEA are suggested, based on the perspective of Korean language education.
6,100
초록보기
This paper analysis the CRE 2010-7 of KICE and listening evaluations of NAEA from 2008 to 2010 and make some alternative plans. There are some problems in CRE and the evaluations. First, they evaluate only factual, inferential, and critical comprehension. Second, the discourse types of listening script for evaluation are stressed to instruction, speech, presentation and story. They take 68% of all discourses. Third, because they evaluate only comprehension, the evaluation are not differentiated from Korean listening evaluation for foreigners. They can not achieve the goal of Korean as a vernacular, which are reflected Korean national life. Because the scripts for evaluations are only converts of written text to oral text by reading aloud, there are not oral characteristics. And there are many speaking questions in critical comprehension parts. For improving the evaluations, I suggest some ideas. First, they should expand the listening ability to relational comprehension and control listening process of oneself beyond the language comprehension. Second, they should raise the degree of difficult according to the learner`s listening ability. Third, they should expend the area of listening evaluation. Those include activities of pre-listening, during listening and after listening. Those should evaluate the sympathatic listening and dialogic listening beyond analytic listening. They should include the visual contexts and digital language. At last, we should evaluate speaking ability as well as listening ability.
6,100
초록보기
This paper investigated the issues related with the descriptions and developments of achievement standards in the reading skills on the National Assessment of achievement tests. Reading achievement standards come or abstract from grade-contents of Korean-curriculum, which are divided largely as three, ``Literal, Interpretive, Applied``, called as ``middle domains`` in achievement-tests. there are some issues in achievement-tests. First is construct validity, according how validly achievement-standards from curriculum are satisfied as evaluation-objectives. Second is sincerity, according how authentically evaluation-contents in the test-items reflect actually by reading skills performed from curriculum. Third is concreteness, according how elaborately test-items are designed as which learners` language competence and skills are well measured. As a result, balances and consistencies of description between development-grades and learning-concepts are needed.
6,100
초록보기
This paper reviewed writing assessment of nation-wide achievement test in 2010, and explored how to improve the achievement test and to establish the theory of writing assessment. In spite of hardness to implement, this paper proposed the writing assessment framework for improving the test, and suggested how to develop the assessment tools, standards, rubrics, and anchor papers. One of the most important method is to implement direct writing assessment in national-wide achievement. The direct writing assessment is for writing skills, writing strategies, and meta-cognition of writing processes. As a result, it is possible to avoid empty writing assessments without any power and to prevent pervertible writing classes. Of course, the direct writing assessment should be based on good inter-reliability of scoring. The change of the achievement test into direct writing assessment contribute to raise the writing abilities of the students.

기획논문 : 국가수준 국어과 학업성취도 평가의 시행 체제 개선 방안

남민우 ( Min Woo Nam ) , 남가영 ( Ga Yeong Nam )
5,300
초록보기
The purpose of the present study was to search for ways to improve implementing the National Assessment of Educational Achievement (NAEA). For this purpose, this study examined the process and contents related to the development, scoring, and result reporting of the NAEA, mainly in 2010, then presented main difficulties on implementing the NAEA and possible solutions as follows. Firstly, the NAEA has got to implemented on a large scale, so the number of the interested parties are increased. As a result, it is hard to reach an agreement among them. Therefore, a stable consultative group such as National Assessment Governing Board in U.S. should be formed and a legal ground for implementing the NAEA also should be established. Secondly, the NAEA has tried for compare achievement levels of students to those for the previous year. For it, the assessment framework for NAEA should be systematically established, and test equating programme also should be developed and elaborated more. Moreover, the manual for developing the NAEA test item should be prepared and the system for training competent test developers should be built. Lastly, the NAEA has included the construct items, so scoring and reporting them takes much time and money. Also, it becomes more important to establish the scoring system for securing its reliability, validity. Therefore, KICE has developed the online scoring system and elaborated consistently. More importantly, it is necessary for keeping persuading people about educational significance of the construct item, by extension, essay test itself.

문자생활사 관점에서의 “갑자 상소문” 재평가

장윤희 ( Yoon Hee Jang )
5,900
초록보기
It is superficial that someone asserts that Choi Malli(崔萬理)`s memorial(1444) is to oppose the invention of Hanguel(Hunminjeongeum, Korean alphabet). What Choi really had claimed in the memorial is some anxiety about impatient enforcement of Hanguel without full argumentation. Besides, he had expressed his doubts about the use of Hanguel to modify Chinese classics in the memorial. Moreover, it is not rational that Choi is a narrow-minded sycophant. Thoughts which can be found in the memorial are rather general scholar`s views at that period than Choi`s private views. Considering Korean writing tradition, many things in the memorial are in accord with historical facts. Some arguments which seem like disparaging Hanguel in the memorial have reflected writing method to use Hanguel and Chines character together at that time. And positive viewpoint for Idu(吏讀) and negative viewpoint for Hanguel can be fully accepted under considering writing condition at that period.
6,200
초록보기
Grammar education should provide both knowledge and activities as contents so that grammar education can be more meaningful to learners. Text-based grammar education facilitates the connection of knowledge and activities, and learners can experience grammatical forms and vocabularies which construct social genre by generating and interpreting texts. The ``jeonmang-ida`` construction in newspaper texts, which has thetic and categorical properties of ``ida`` and lexical meaning of ``jeonmang`` is in grammaticalization processes, and plays a role to add text writer`s voices to world`s facts and opinions. The writer in newspaper texts, can generate sentences as ``opinion-like fact`` and ``fact-like opinion`` and convey text`s meaning definitely by using ``ida``. Exploring ``jeonmang-ida`` construction`s functions in newspaper texts, shows how grammar knowledge meet activities in texts, and grammar knowledge get to be activities, and grammar activities get to be knowledge. Also we can search for directions which text-based grammar education constructs contents.

어부사시사(漁父四時詞)의 흥과 서정적 특질

김석회 ( Seok Hoi Kim )
6,800
초록보기
This paper is a survey on in view of the life of Gosan(孤山) Yun, Seondo(尹善道). In this paper I especially focus on the year of 1651, when he was 65 years old. In these days Hyojong (孝宗), the new king had a special favor for Gosan, and the opposites of Gosan attacked him very severely. was written in these atmosphere. Therefore in , the concerns for the political situation, the longing for the king Hyojong, and the emotions of hopeful waiting were concealed in the structure of metaphor, allegory, and so forth. In the result, became the song of longing the lord. Therefore we should closely read in the aspect of the emotions of hopeful waiting.

“격물치지론”의 문학교육적 함의

김혜련 ( Hye Ryeon Kim )
6,100
초록보기
In teaching literature, the knowledge is classified in different way according to the criterion and the viewpoint. The fact that the form and the category of knowledge are different and the terms referring to the knowledge are also different requires considering what the knowledge is in teaching literature. Prior to seeking what and how to teach in literature, it is fundamentally necessary to reflect on the object and the character of teaching literature from a philosophical point of view such as why to teach and how the character thereof is. In this respect, knowing what the logic and the principle of things are, stressing the structural relation of the cognizer and the knowledge in order to reach the investigated realm of being human, seems able to function as philosophical basis for the character or the concept of ``knowledge`` that teaching literature should set up and make up, for the purpose of creating whole person character by seeking how to understand the human and the life through the language culture.

『삼국유사』의 설화를 통해 본 <토착-외래>의 관계유형

박진태 ( Jin Tae Park )
5,800
초록보기
Through the analysis of the ancient myths and Buddhist narrative of Samgukyusa, I classified the typical relations of the native people (or culture) and the foreign people (or culture). Then on the basis of its result I abstracted the types of Korean ways of thinking. Through the analysis of the ancient myths, the relations of aboriginality and foreignness could be classified into three types; an exclusive and hostile relation, a harmonious and united relation, and changing the old thing for the new thing. And then through the analysis of the Buddhist narrative, I could add two types; a switchover of the hostile relation to the united relation and a combination of change and fusion. Finally I could formulate the hierarchy of five types. No other than, five types could be systematized in the next order; exclusion, from exclusion to fusion, fusion, merged change and change.
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