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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 : 138권 0호 (2012)

진로 교육의 관점에서 본 국어과 교육

민현식 ( Hyun Sik Min )
7,500
초록보기
The school curriculum consists of education that builds students` character, learning knowledge, socialization, and career education. The career education, which is called vocationㄴal education with a narrow focus, is to help adolescent students in particular to find their career suited to individual aptitude and talent and to develop their ability suitable to the career. Career education includes education about self, exploring careers, and practical business of a job, which all are implemented through career guides in each curriculum subject, integrated curriculum subjects, and extracurricular activities; curriculum-integrated career education is to integrate curriculum subjects and career education. Korean language curriculum describes stepwise Korean language ability which fosters elementary (1-2 grades), basic (3-4 grades), fundamental (5-6 grades), integrated (7-9 grades), and general and technical Korean language ability (10-12 grades). Such Korean language education needs to be a career-content-based curriculum for career education. Experience of exploring self-identity and a world view is what the Korean subject can fundamentally contribute to the career education. It is important that Korean language education should be balanced between education for humanities and education for career-related knowledge and skills, as well as career-specific literacy education and literacy of Chinese characters. Korean language education for specific purposes should be developed in relation to career education, with a consideration of career-specific assessment tools.

PISA 읽기 소양과 21세기 국어 능력

김남희 ( Nam Hee Kim )
6,600
초록보기
It is necessary to have an interest on the change of literacy environment which has been derived from the development of digital technology in order to discuss the 21C Korean competence. The interest on these kinds of change are well shown in the reading assessment in OECD PISA. The aim of this study is to investigate the reading literacy which are required to the 21C people based on the analysis of the theory, framework and items of PISA 2009 reading assessment. First, existing arguments which have studied the change of literacy environment were examined. There are many kinds of existing arguments defined new era as new media age and they emphasize the importance of new literacy concept. Multi literacy and multi-modal literacy are typical examples of these arguments. Arising arguments which emphasize the new literacy have a tendency on the critical literacy study on the focus of social function of literacy. On the contrary, other argumentations define these change as the aspect of the late age of print and insist integrative approach of old literacy and new literacy. Reading literacy in PISA covers both perspective. Especially, PISA DRA reveals that critical thinking is the key factor on digital literacy. Hypertext reading that is comprised of text processing and navigation is also regarded as key factor on digital literacy. Therefore, the change in literacy environment doesn`t mean the variation of core meaning of required reading literacy. It is strongly required to develop the ability of making meaning and critical literacy for text to fulfill the Korean competence for 21C. It is just needed to get familiar with the diverse channel that classify the meaning of text in considering of the formal characteristics of digital text.
5,300
초록보기
The purpose of this study is to show the effects of writing proposal and quasi-research paper for satisfying with the standards of KEC 2005 made by ABEEK. I examined the 29 papers submitted for two semesters from 2010 to 2011 by the students taking the class ``Writing in Science and Technology`` in Seoul National University. The goal of those papers was to solve the social problems using the knowledge and technique from majors. At the stage of writing proposal, discussion teams pointed out many problems against presentation teams, mainly including subjective understanding for social needs, standpoint of technological determinism, effectiveness of the research results. Interestingly, all the teams well picked up the similar problems about other teams` papers, but they strongly tended to make the same mistakes that they pointed out to other teams. Most presentation teams accepted the problems and corrected them, and submitted the final papers properly. This case study suggests that discussion of peer reviewers in the process of writing proposal and paper can successfully contribute to satisfying with the standards of KEC 2005.

직업 선택에 따른 국어 능력의 요구 -법학적성시험(LEET)을 중심으로-

박종훈 ( Jong Hoon Park )
6,100
초록보기
In this article we identified the Korean language competencies for lawyers was suggested through analyzing Legal Education Eligibility Test(LEET) and considering general competencies for lawyers. In addition we investigated validity of LEET with reference to washback effect for Korean language learning for would-be lawyers. Language comprehension area and logical writing area of current LEET have high validity enough to help would-be lawyers improve their reading and writing competence. But current Leet does not include test for oral communication competence. Besides, social science text have been too much emphasized. So oracy and literacy for various area need to be considered for the original intention of introducing LEET. As to current LEET and Korean language education for would-be lawyers we suggested two solutions: changes in LEET and subject development for would-be lawyers in the undergraduate and graduate course.

에듀테인먼트 콘텐츠로서의 문법 교육 내용의 이야기화 모델 탐색

오현아 ( Hyeon Ah Oh )
6,500
초록보기
As an effort to explore storytelling models for the contents of grammar education as edutainment contents, Chapter II of this paper presented the background of inquiry into the contents of grammar education as edutainment contents, dividing it into: 1) changes in learners; 2) changes in the view of knowledge; and 3) changes in the view of education. In addition, Chapter III proposed a quest storytelling model centering on passive and causative expressions and a character storytelling model centering on compound words and derivative words in order to explore storytelling models for the contents of grammar education. The discussion of this study may be criticized for "inefficient" presentation of grammar education contents in metaphoric ways that require learners` inference and interpretation while such contents can be conveyed rather "efficiently" in definite and straightforward ways. It is fully acceptable that inquiry into storytelling models for grammar education contents as edutainment contents is in connection to the pattern of metaphoric presentation of grammar education contents. However, it is not acceptable to say that metaphoric presentation of grammar education contents is "inefficient" in learners` process of organizing the contents of grammar education. Thus, this study finds its meaning in that it suggested the necessity of storytelling for the contents of grammar education as edutainment contents and proposed practical storytelling models for the contents of grammar education, and expects further full-scale discussions on the educational effectiveness of the metaphoric presentation of grammar education contents.

고등학교 국어 교과서의 국어사 단원 내용 연구

이승희 ( Seung Hee Yi )
5,700
초록보기
The sixteen kinds of high school textbooks which are currently revised include periodic features of Korean language and linguistic life. However there are some problems with describing the changes in the internal structure and rules of Korean language. This paper aims to analyze the structure and content, materials, learning activities of Korean language history section in the high school textbooks, and find the problems. There are three major problems in Korean language section; criteria of periodization, selection of historical materials and grammar explanation. Many textbooks show mistakes such as presenting the war or invetion of Hunminjeongeum to periodize Korean language. It is also problem that the materials of the 16th century are not payed attention and manuscripts of modern Korean are used without sufficient attention. Sometimes it is showed insufficient or inaccurate explanation of grammar to understand medieval and modern Korean language.

배경지식을 활용한 고전시가 교육 연구 -<도산십이곡>을 중심으로-

고정희 ( Jeong Hee Ko )
6,900
초록보기
The purpose of this paper is to propose a desirable direction for the education of Korean classical poetry through practical use of background knowledge and to achieve this, we have explored theories and methods for converting background knowledge into practical knowledge. First, we examined theoretical premises for the education of Korean classical poetry through practical use of background knowledge. Since the key to practical knowledge depends on participation of learners, we need to start from literary competence of learners such as ``binary opposition``. We define background knowledge as "an additional knowledge related to understanding the text" and can expect it to be converted to practical knowledge when it could lead learners to infer the theme of the text in-depth on the basis of learners` literary competence. Next, we explored when and how background knowledge should be provided to learners through Dosansibigok. Theoretically learners could learn Dosansibigok in 4 steps. At first, learners infer the theme of the first part of Dosansibigok from their own tacit knowledge using ``binary opposition`` before studying the text. Secondly, they complement this inference using the background knowledge which is reconstructed by the principle of ``binary opposition``. Thirdly, learners render the task of the text as their own and internalize the text by correlating it with their own ``binary opposition`` experience. Finally, learners obtain the ability to learn the remaining parts of Dosansibigok and a state of mind in which they could learn ``the irony`` of poetry developed from ``binary opposition``. In conclusion, we have found that background knowledge which is converted into a form understood by the learners and also reconstructed as the principle which makes inference possible, all based on the learners` literary competence, can promote increase in practical literary competence. Although the conclusion has limitations since it results from predicted responses of theoretical learners, discussions in this study that explored the possibilities in converting background knowledge into practical knowledge is significant in an effort to resolve a dilemma in Korean classical poetry education which recognized the need for background knowledge but doubted its educational efficacy.

원가와 만전춘별사의 궁원 풍경

신재홍 ( Jae Hong Shin )
5,500
초록보기
The comparative study between Hyangga and Koryeogayo could get uses to understand about the historic streams of Korean lyrics. Through not only comparison of genres but that of poems the history of lyrics could be deeply understood. This article is a comparative study between Won-Ga and Manjeonchun-Byeolsa on the basis of common material, ``palace garden``. The ``palace garden`` recorded in background story of Won-Ga denotes Anapji, one of famous gardens of Shilla royal palace. The pine tree which is main material of the first half part of the poem is one of the trees planted in palace garden. And the pond which is main material of the last half part is Anapji. The entrance of water way of this pond was installed beneath of wall placed southeast side of palace, and the exit was installed in north side. So the water of pond flows through east side to north and in the end flows out from palace. The speaker appeals to the king who betrayed him withremembrance of the place of memories. The poem of Manjeonchun-Byeolsa is constituted with the words connoted artificial materials. Therefore the background of the poem would be artificial environment like palace garden. In this point the poem constructed on the basis of emotions from daily life in palace. In each lines of poem the main materials are the frozen pond, peach blossoms of garden in springtime, companionship of king and vassals, mandarin ducks floating about on the pond, imitation mountains installed in circumference of the pond etc. Like this Won-Ga and Manjeonchun-Byeolsa have common material that is palace garden. In two poems it is common that the speaker is estranged by lover and the space of poem are divided to inside and outside, and the materials of garden signify to the eternal meanings. Two poems are composed on the basis of the situations that intimate relationship between king and vassals or king and a court lady is broken by any reason. And the backgrounds of the situations are palace garden of Shilla or Koryeo dynasty. So the lyricisms of two poems have common characters from the daily life in palace.

≪삼국유사(三國遺事)≫에 나타난 고전시가 수용 방식과 현대적 의의

정소연 ( So Yeon Chung )
7,000
초록보기
I studied reception and creation attitude of Il-yeon for Korean classical poetry and songs in ≪Sam-guk-yu-sa( 三國遺事)≫. It is stereotyped in three ways - descriptive attitude, analytical attitude and creative attitude. And I discussed the contemporary significance of it and educational effect. We looked the knowledge, experience, performance and attitude were well fulfilled in this book. The meanings of this article are as follows. First, we studied how the ancients receive classical songs and poetry. We could find ancient people had active interest in classical songs and poetry and the story surrounding them, attitude which takes advantage of context-related knowledge, Second, we could find the implications and wisdom for teaching classical poetry and songs in the classic documentary, ≪Sam-guk-yu-sa ( 三國遺事)≫. It shows that classic documentary could be repository of wisdom to find ways of classical education as well as educational contents. Third, we could find that the aims of Korean classical literature education were implicated in the classic documentary of the classical period, and seek educational measure of ``Critical Reception and Creative Production of Literature`` at the revised curriculum in 2011.
7,400
초록보기
This thesis aims to examine the acceptance phase of Goryeo-Sogyo in Literary education. In the literary education, Goryeo-Sogyo has been used as an important material, but it is hard to find the reasonable answer about the educational value of them. It is inevitable task to examine the status of Goryeo-Sogyo in literature textbooks. I examined the literature textbooks which were developed according to the 2009 national curriculum and investigated how many Goryeo-Sogyo works are used as a material, which works were preferred, how these Goryeo-Sogyo works combine with educational contents and so on. I found several kinds of tendencies in literature textbook; Overemphasizing the formal quality of Goryeo-Sogyo, modeling of a poetic narrator`s feature, and disregarding the external elements of the works. Excluding the value as a canon, these textbooks show no other valuable features of Goryeo-Sogyo. I think that this monotonous conception about Goryeo-Sogyo should be change through developing various usefulness of it.
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