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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 : 140권 0호 (2013)

창의인성의 방향과 국어교육의 역할

우한용 ( Han Yong Woo )
6,400
초록보기
This article is focused on the possible way to develop the creativity in the Korean education. How to define the creativity, how to describe the classroom conditions for developing creativity, they are not the point to aim at in this paper. The point to be reached in this paper, it is how to become a person who has the creative personality as a homo loquence. The creativity including the personality that ethics adjusted human character, defined and disscused in the context language bounded conditions. Especially the standard Korean, as the goal of nation`s general education, it is ideologically managed that not free from modern national ideology. The creativity in standard Korean sometimes bounded in the socio-cultural conditions that they remember the conditions in the course of research. In general, the creativity is a kind of multiple stratified mental ability. In this paper we are going to describe the scope of creativity as follow; emotional creativity, willing creativity, logical creativity, ethical creativity and the practical creativity. They work as the co-operational system in the context of performance. In the area of Korean education, they aim at the formation of self identity, communication with others, lingual meaning construction.

창의 인성 계발과 국어과 교육의 과제

박수자 ( Soo Jah Park )
5,600
초록보기
The purpose of this study is to investigate korean instruction problems for developing creativity-character, and to propose several solutions in accordance with the current teaching methods based on constructivism paradigm. First, I have reviewed the elements of creativity and character in 2007/2011 revised curriculum, and have considered current curriculum developing theory, related with constructivism. So, I have found the ties between creativity-character development and constructivism`s teaching method. The essential point is student`s motivation for learning and authenticity of language experiences. It is possible to happen that students meaningfully experience their learning. Then, I have analyzed 2007 korean textbook`s introduction meta-text and pre-teachers` syllabus for elementary students, focusing on students` motivation for student-directed learning. Therefore, I have proposed to revise textbook`s meta-text and syllabus format.

창의,인성 교육의 의제 설정이 문학교육에 던지는 질문

최지현 ( Ji Hyun Choi )
5,400
초록보기
Long before ``Creativity-Character Education(CCE)`` was proposed, literary education has theoretically investigated the possibility of students` creativity and character. Because creativity and character are essential properties of literature education, we have emphasized basic literary experiences instead of searching for extra activities. Literary experience was understood as an integrated process that improves creativity and character. However, we are now facing a situation demanding to accept literary education named ``CCE``. Every textbook author has to include ‘creativity-personality development excercise`` in his book. Then, according to textbook, teachers would have more possibility of teaching literature as mere information instead of helping students acquire original and sensual experiences.‘CCE`` is an educational response as a reason-centered education to complement deficiency of sympathy and fellowship raised from science and technology education. This is the problem in that an external problem is the trigger for an internal change. In this thesis I explain such circumstances, and propose problems of literature education as following; literature education should not be an agent of idealogical practice but an active participant of social change. Therefore, literature education should be able to present social values of the era in its essential properties.

문법 교육에서 창의, 인성의 방향과 내용

김은성 ( Eun Sung Kim )
7,000
초록보기
The present article aims to review the direction and the contents of creativity and personality in grammar education. The study adopts interpretative and internal approaches as basic methodology in investigating grammar education with creativity and personality. The study sets its own direction as ``Bupgochangsin grammar education`` and reviews specific educational contents mainly from the perspective of grammar education focusing on thoughts. This study especially divides the meaning of grammar into two: grammar as a set of rules and grammar as a set of exposition and examines possible contents according to each semantic vale. Through these efforts, this study strives to describe grammar education should not be understood as an education where creativity/personality is imposed from the outside but be the one that begins from the basics of grammar education and innovates the basics at the same time so that it can change into more fresh and optimal one.

국어 교사의 창의 인성 수업 경험 연구

남지애 ( Ji Ae Nam ) , 최영인 ( Young In Choi ) , 우신영 ( Shin Young Woo ) , 박혜진 ( Hye Jin Park ) , 조고은 ( Go Eun Cho )
8,300
초록보기
This study deals with the latest issue ``Korean creativity and character education``. Korean creativity and character education has been newly focused in the field of Korean Education. Creativity and character education policy that forces all school and members to get a new angle and to change completely has been implementing since 2012. Therefore Korean education is seeking new ways of accepting or integrating of creativity and character education into Korean education. The study consider "teachers` experience" an important factor in performing a desirable ``Korean creativity and character education``. So to examine their recognitions, teaching experiences, difficulties is the most basic task. With these task, the study have conducted interviews with three Korean teachers, analyzed them, and described the meaning of the experience of Korean creativity and character education. After interview, data is classified into three categories-recognitions, teaching methods or cases, obstruction of practicing Korean creativity and character education-.Korean teachers altogether feel the necessity to practice Korean creativity and character education, but they have an antipathy to unilaterally pushing policies. All of them describe their own teaching techniques or methods to work toward a goal. Paying attention this qualitative classroom cases, some efforts are needed for theorizing a vivid and meaningful experiences. On realistic constraints, teachers note that evaluation is the most difficult problem to achieve aims of creativity and character education. And another barriers are classroom size, lack of time, textbook being standardized so on.

청소년의 입말에 나타난 비속어와 공격적 언어 표현 사용 실태 조사

김정선 ( Jung Sun Kim ) , 이필영 ( Phil Yong Lee ) , 김태경 ( Tae Kyung Kim ) , 이삼형 ( Sam Hyung Lee ) , 장경희 ( Kyung Hee Chang ) , 전은진 ( Eun Jin Jeon )
6,400
초록보기
The purpose of this study was to investigate the usage of slang and aggressive language expression in teenagers` spoken language. The analysis results were summarized as follows: Of the entire subjects, 95% were using slang. Most of teenagers were using slang. Middle and high school students showed a higher percentage of slang usage than elementary school students with no gender differences. As for the characteristics of the slang vocabulary list, such slang as ``좆나, 씨발, 새끼, and 개-`` recorded a high frequency by the school levels and gender. There were differences in slang vocabulary between elementary school students and middle and high school students. As they moved to middle and high school, their usage of sex-related slang increased. Even though there were differences in frequency between boys and girls, the gap in the form of slang used between them narrowed. Of the entire subjects, 81% were using an aggressive language expression. "Curses" recorded the highest frequency by the school levels and gender, being followed by "belittlement/slander," "threat" and "imprecation" in the order. As for the characteristics of aggressive language expression according to the subtypes, person curses including ``미친년, 미친놈, 씹새끼, 개새끼, 멍청이, 바보, 병신, and 새끼`` and non-person curses including ``지랄, 지랄하다, and 좆같이`` showed an even distribution in the area of curses. A phenomenon of using curses in opposite to the gender of the other was also observed. They used such metaphorical expressions as ``얼굴을 갈아주다, 뒷동산으로 갈래?`` in the area of threats and usually belittled the actions and appearances of the other in the area of slander. Imprecation was in very low frequency, containing content of wishing death upon the other or taking his or her possessions.

이상곡의 분절과 해석 ―향가와 관련하여

신재홍 ( Jae Hong Shin )
5,800
초록보기
In this study one of the poems of Koryeo dynasty, Isanggok is divided into 10 lines as Hyangga in Silla dynasty and interpreted like this. When snow fell heavily on a mountain hut like drizzle On the frosty winding path of tight frost columns crunching noise. Each eaves and brushwood doors For the hardly frozen shape my heart wave roughly. I`m nesting the hut with missing my lover gone away Would he come to here through the stupefied path? Who should perish soon and fall into hell for being hit by lightning Will I walk another mountain path with leaving my lover? Was it a promise saying this or that? Oh, sweetheart, it`s a promise living together forever. Isanggok is a poem that shows obscenity from illicit love affair. The secret place of two lovers, desolation and dreariness of the path toward that place, lyric I`s feelings like the shape of frozen path, fear for suffering a punishment due to guilt, lament for destiny of perish of body, and the promise to keep at last etc., the pitiful emotions of female speaker are expressed on the poem. Therefore the speaker of the poem may be a prostitute of a red-light district not a faithful widow. We should estimate this poem`s lyric value highly. Because the delicate sensual descriptions of poetic situation is eminent and the emotions of waiting and pledge for lover is appealing. This poem is a high level lyric in that the emotional concreteness is in accord with poetic situation. On the other hand, it is necessary to set a place of this poem on the stream of Korean lyric history. Through this study Isanggok is appeared as a poem to be constructed with the same poetic structure of 10 lines Hyangga of Silla dynasty. The mixed foots turned from 3 foots, insertion of zest-phrases and alteration of interjection in last two lines etc. is a change on the lyric history. But Isanggok follows 10 lines Hyangga in the basic form and meaning structure. It is significant in that this poem expresses the pitiful love feelings which are deficient in existing works of Hyangga. The change in stream of Korean lyric history is distinguished in the rhyme change from 3 foots to 4 foots. The poems of Koryeo dynasty, Koyreo-Gayo having 3 foots jointly with Hyangga make a intermediate role in change to 4 foots lyrics like Shijo and Gasa. Some works of Koyreo-Gayo show the rhyme features of transitional period, and Isanggok is one of the cases. In short, Isanggok has significances in the side of pure lyric features and the side of place in the stream of lyric history.

고려속요의 수용사적 특징과 문학교육

조하연 ( Ha Youn Cho )
7,400
초록보기
This thesis aims to investigate the literary educational use of Kory Sogyo based on the characteristics which can be found in the history of reception. From the perspective that the literary education pursues not only the appreciation of literary work but also the affluent literary life of the student, the interesting phenomenon which is in the history Kory? Sogyo`s reception, should be considered as important material of literary education. In accordance with the same idea, I investigated the interesting features which can be found in the history of Kory? Sogyo`s reception. The first, I explained that there were two standpoints to Kory? Sogyo. One is to preserve Kory? Sogyo and the other is to change it. The second, I insisted that there were change from the oral tradition to the characters tradition in the history of Kory? Sogyo and it was possible by virtue of paradigm shift in the notation means. Finally, I confirmed that some creative poets invented new model of writing through the appreciation of Kory? Sogyo. The purpose of this research is to produce new contents of literary education. I think that there are various ways which Kory? Sogyo and literary education can combine. The characteristics which I revealed in this thesis might be effectively connect with the contents of literary education; understanding the essence of literature, realizing the feature literary language, comprehending the virtuous circle of appreciation and creating. I think that we can produce new contents of literary education by the application of the history of Kory? Sogyo.

"탈식민주의시" 교육방법에 대한 연구

오정훈 ( Jeong Hun Oh )
7,100
초록보기
The concern for post-colonial poetry education could achieve the ultimate cultural equality and interactive relationships while claiming to advocate a universal multiculturalism by departing from the logic of the West-centered cultural hierarchy. As long as the colonialism committed by military invasion in the past, and the neocolonialism on the basis of understandable cultural supremacy, as an extension of the colonialism, last, it`s difficult to break away from the trend to make light of one`s culture, negation of cultural legitimacy, and cultural toadyism. Accordingly, it is hoped that the paradigm shift to the understanding of the iniquity of culture power and supporting of the identity of the minority culture through the post-colonial poetry education will be helpful in accomplishing a universal ideal for which the world culture has to aim.

국어과 읽기 영역의 계열성 원리 고찰

천경록 ( Gyeong Rok Cheon )
6,200
초록보기
This paper investigated the concept and principle of sequence in Korean language subject, specially reading contents. Sequence is arranging the curriculum contents according to the grade, semester, and units. This term is frequently confused with related terms such as hierarchy, articulation and alignment. These terms should be discriminated each others. Sequence is to arrange curriculum contents, and hierarchy is to discriminate the interrelationship between the related content elements. Articulation is to decide the relationship between elementary and secondary school levels. Most basic principle of sequence is to ``repeating and deepening`` which was originated from Bruner`s squirrel curriculum theory. There were few specific principles of sequence for reading area. So, in this paper, five types and 14 specific principles were developed. Five types are knowledge, skill, attitude, text, and learning activity.
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