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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 : 148권 0호 (2015)
6,700
초록보기
This paper reviewed the critical point of discussions on integrated curriculum theory between liberal arts and natural sciences to develop the national curriculum standards in Korean language teaching. To achieve this development, I discussed the national curriculum standards’ integrating method from the 1st National Curriculum to the 2011 National Curriculum and argued directions of integrated curriculum development that are based on chronological characteristics of language development. I investigated the meaning of antagonism between differentiation and integration in language development, as well as suggested 37 integrating methods that are useful for Korean language teaching. Also, I analyzed in details about the subjects crossing integration based on the theme and the areas crossing integration based on the text. Looking at both existing national curriculum stands and many new ideas, I criticized the contents’ frameworks of integrated curriculum in Korean language teaching. Finally, I argued necessity of chronological structuralization of language curriculum based on characteristics of language development. I could add a new criteria on the theory of Korean education curriculum and suggest some important focuses, such as chronological integration, in the curriculum development of year 2015.

화법, 독서, 작문 영역의 통합

박영민 ( Young Min Park )
5,400
초록보기
This paper investigates and explores the methods of the curriculum integration on speaking, listening, reading, and writing in Korean language education. Tow domains(a common course curriculum and a optional course curriculum) are given to discuss the methods of curriculum integration for language arts in this paper. First domain which is related to a common course from 1st grade of 9th garde contains two solutions : ⑴ integrating into achievement standards in Korean curriculum, and ⑵ integrating into Key Competencies for future society. Second domain which is related to a optional course curriculum from 10th grade fo 12th grade shows various solutions following that : a naive combining one subject and other subject(for example reading and writing), a real combining subject and subject as a new subject(for example thinking and expression). These solutions of two domains will be mattered and utilized to revise and establish 2015 Korean language curriculum for new paradigm of future.

언어 사용 영역과 문학 영역의 소통과 통합

염은열 ( Eun Yeul Yeum )
5,600
초록보기
The purpose of this paper is to explore how to collaborate and integrate with ‘language skill’ and ‘literature’ scope in the National Curriculum of Korean language education, to improve students’ Korean competence. First, we proposed the integration of ‘language skill’ and ‘literature’ scope could be by overcoming the conventional view about language which was related with narrowness of the concept of language and by recognizing the value of literature as a content itself and resource which knowledge could been unearthed from, in the Korean Language Education. Second, the confusion and disconnected of Korean Language Education arose from confusion of the “Scopes” and ‘Domains or Fields’. So We proposed the Scope should be based on the educational objective by discarding the current method in Korean Language Education Third, by the concept of Korean language competence is corresponded with literacy, We proposed the method of integration as the literature based Instruction.

문법과 문학 영역의 통합

구본관 ( Bon Kwan Koo )
8,800
초록보기
This paper aims to study the possibility of integration of grammar education and literature education. To achieve this purpose, we have examined the difference between poetic language and everyday language, the analysis of the literature through the grammar etc. Although poetic language and everyday language have differences, has also common. They both follow the language operational rules. And the grammar is a good means of analyzing the literature. Based on this discussion, we discussed the integration of literature education and grammar education. We have confirmed that Integration is possible in different directions, different levels. The results of the discussion, we confirmed that the integration is possible in textbooks, curriculum, teaching methods ect.

문법 영역과 독서 영역 통합의 가능성과 한계

신명선 ( Myung Sun Shin )
6,000
초록보기
This paper analyzes 1) the premise and perspective of and integration and studies the possibility and limit of that integration. The papers about integration of and show the characteristics as follows. The reason of integration ① for practicality and usefulness of grammar ② for the practical instruction about language activity The method of integration ① use grammar as the knowledge of language activity. ② use text as the central axis of integration But teaching grammar with language activity as the central figure don’t have always educational effects. Likewise the education about language activity based on grammar don’t have always educational efficiency. So, the integration of and must be worked based on ‘Sindokjaron’.

유아의 인식 양태 습득 단계에 관한 연구

장경희 ( Kyung Hee Chang ) , 김태경 ( Tae Kyung Kim ) , 이경은 ( Kyeong Eun Lee )
6,100
초록보기
This study aims to investigate the developmental stages of Korean epistemic modality. The spontaneous utterances of children at 31~43 months of age were recorded in interaction with their mothers for about one year, then transcribed and analyzed. The results show that morpheme acquisition of the modality markers will be preceded to their meanings in developmental processes of Epistemic Modality. The frequent use of the modality markers ‘-지’, ‘-네’, ‘-겠-’, ‘-구나’ was shown in all of 4 children, which means their morphological acquisition was in stable stage. We also investigated the acquisition process of the epistemic modality’s meaning in relation to contextual interpretations. As a result, we found that the modality markers ‘-지’, ‘-네’, ‘-겠-’ were used in diverse contexts as in adult language, whereas the modality markers ‘-구나’, ‘-더-’ were used in limited contexts. We concluded that the acquisition of the epistemic modality’s meaning was still incomplete in this age.

문법 탐구 능력 평가 방안 연구

최은정 ( Eun Jeong Choi ) , 조용기 ( Yong Gi Cho )
7,100
초록보기
Although grammatical inquiry competence has been considered as an imperative objective in grammar education, its construct has not been clearly specified. Therefore, to fill this gap, the present study aims to investigate the assessment of grammatical inquiry competence as follows. First, we critically reviewed a current state of assessing grammatical inquiry competence by examining the grammar assessment framework of National Assessment of Educational Achievement and the grammar achievement standard of Korean Language Arts’ Curriculum. Second, we specified the notion of grammatical inquiry competence and proposed the framework of grammatical inquiry competence, which is likely to meet the objectives of Korean Language Arts’ Curriculum. Third, based on our argument, we suggested the framework of the measurement of grammatical inquiry competence. This approach will be a meaningful step not only for developing tools for measuring grammatical inquiry competence but also for establishing a pedagogical foundation of grammar inquiry learning. Also, ultimately, this study will shed light on the importance of grammar inquiry learning.

김규동론

이명찬 ( Myung Chan Yi )
6,600
초록보기
Kim Gyu-dong was born in Jongseong, North Hamgyeong Province, moved to South Korea in early 1948, has absorbed in writing the reality of the Division of Korea for his whole life, and passed away at 86 in 2011, who is the last poet who defected from North Korea in our age. Many evaluate that Kim Gyu-dong’s poetry changed through modernism in the 1950s sharply to realism around the 1960s. Also, they consider poems after the change more important achievements and results of progress than those before that. However, unlike the discussion that he turned from a modernist to a realist so far, he has had both modernist and realist elements from the beginning to the end of his career as a poet. Just the extent they are exposed at the front in each period of time differed. Among them, his modernist poems in the 1950s, often criticized negatively should not be evaluated based on how much they were developed from modernism in the 1930s any longer. This is because modernism under ‘social aphasia’ of the 1950s in which the 1930s cannot be mentioned even a little served as a ‘struggle for memory’ for modernism in the 1930s. The change of Kim Gyu-dong’s poetic world from the former period into the latter part can, also, be evaluated differently. This is because it is judged that his poetic change reflected his desire to return to 1948 when he ruined his whole life due to a momentary error of judgment or before that, instead of growth and development of his consciousness of the people. His poetic world was defined as ‘something that does not grow’ in order to point this out.
5,500
초록보기
The emotional education in Korean education has been performed only in a word and the expression in conjunction with the body. However, the language as is done in culture, emotion is also carried out in culture.  Therefore, not only emotional expression of the past, there is a need for recognition and their education about emotional expression that put the foundation in culture. Also, that to learn the emotional expressions that put the foundation in culture, there is a significance also in cultural education in Korean. In this paper, for the sake of emotional education that put the foundation in culture, through the difference of image of Korea-Japan “mountain”, would like to clarify the difference between the Korea-Japan emotional expression. And the differences, the future, you’re going to make the education of Korean emotional expression of Japanese learners.

초등학생의 학교 밖 문식 활동 모형 연구- 부모, 교사, 학생 특성의 영향 -

손원숙 ( Won Sook Sohn ) , 정혜승 ( Hey Seung Chung ) , 정현선 ( Hyeon Seon Jeong ) , 김정자 ( Jeong Ja Kim ) , 민병곤 ( Byeong Gon Min )
7,100
초록보기
The purpose of this study was to explore structural relationships of home, teacher and student factors with primary school students’ out-of-school literacy. Specifically, we examined the mediating effects of student attitudes toward literacy between home or teacher factors and out-of-school literacy. The subjects of the study were 2,406 students sampled from 13 elementary schools located in G and I province. We hypothesized a structural model in that perceived family members’ literacy activities, their conversation about students’ literacy activities, and teacher’s instruction such as teacher’s positive feedbacks about students’ reading or writing influence students’ attitudes toward literacy and in turn, students’ attitudes toward literacy influence their out-of-school literacy. The results showed that the home and students’ factors had statistically significant positive effects on school happiness in either direct or indirect ways, while the teacher factor had only significant indirect effects on students’ out-of-school literacy in terms of students’ attitudes. Also, the mediating effects of students’ attitudes toward literacy were relatively stronger than the direct effects between home or teacher factors and students’ out-of-school literacy. Finally, the results revealed that the home, teacher and student factors can contribute to students’ out-of-school literacy regardless of students’ grade, or gender. Finally, it was discussed that future work is needed for comprehensive understanding or improvement of students’ out-of-school literacy.
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