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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 : 150권 0호 (2015)

"텍스트 표지" 교육 내용에 대한 문법교육적 고찰

조진수 ( Jin Su Jo ) , 노유경 ( You Kyung Roh ) , 주세형 ( Se Hyung Joo )
6,600
초록보기
This research attempts to meta-analyze educational contents known as ‘discourse markers’, ‘discourse expressions’, and ‘conjuct markers’, and figure out how to define the markers in the field of grammar education. With this purpose, Korean language curriculum related to ‘discourse markers’ was chronologically examined. It was revealed that the materials were not systematic due to lack of consensus about ‘marker-related contents’, on top of which, the contents provided were confined to the level of ‘text-structure markers’. Thus, this study re-conceptualized the term ‘text markers’ to refer to ‘discourse markers’ in spoken language and ‘text-structure markers’ in written as a whole, and to combine ‘language markers’ which could not obtain the proper status. ‘Text markers’ will be able to connect writer and audience as well as text and context by operating ‘interpersonal function’. Further discussion with the genre perspective about the cases would be needed to make marker-related contents contribute to dialogical literacy, which would then help construct grammar education contents as a basis of Korean language curriculum.

어문 규범 영향 평가의 개념 및 연구 방법

이관규 ( Kwan Kyu Lee ) , 유미향 ( Mi Hyang Yu ) , 박보현 ( Bo Hyun Park )
5,900
초록보기
The objective of this study is to suggest how to perform and what kind of methods to use for the language norms impact assessment. For this objective, this study has to analyze 4 major language norms impact assessments that had been already implemented in 2010, 2011, 2012 and 2014 on account of the Framework Act on the National Language in 2005. Before analyzing each impact assessment, we needs to prepare the analysis framework of the language norms impact assessment. We have to reconstruct the table 2.2.1 in Canter(1997, p. 48) in applying for the language norms impact assessment as choosing three general procedures and twelve types of methods in arranging them. There are several results after analyzing existing language norms impact assessment through the new table. It can be summarized like this: Those language norms impact assessments were not fulfilled completely in that they had no impact evaluation or impact prediction after carrying out impact identification. They focused on impact identification as the first stage. They did not try to utilize more various and effective methods except questionnaire and literature researching. Because they started to enforce the law without scrutinizing whole aspects of relative fields. We need to survey the valuable theoretical basis for methodology and procedure for the newly emerging language norms impact assessments.

국어 어휘에 나타난 한국 문화에 대한 연구

이기연 ( Ki Youn Yi )
6,100
초록보기
This study aims to show the Korean culture in the various Korean vocabularies and proposes the course of the vocabulary education as a method of reading culture. This study presupposes the viewpoint about language that language is not only basic means for communication but also is connected with culture in complicated and various ways. Language, especially vocabulary is culture itself, and also the vehicle of understanding culture. Reading culture using vocabularies is possible in two ways. The first one is reading culture by understanding the aspects of changing of the words’ meaning. Changing the words` usage can show the culture and the consciousness of the present people. And the other one is reading culture by understanding the aspect of new words and obsolete words . Like IT words of Business words, the new words shows the culture and the society. And this is same as the obsolete word. In this study I examine these ways of reading culture using vocabularies and show the Korean culture. I expect our researches to encourage the intensive discussion about Korean culture and Korean Vocabularies as a Korean studies.
8,100
초록보기
This paper aims to discuss the usability of the text-linguistic method in Korean literature education, especially oral folktale education. There are many studies on the text-linguistic method in Korean language education, but not with regard to literature education. Therefore, this study examines the usability of the text-linguistic method in Korean literature education. Text-linguistic is the method has been in use since 2002. It can be used in many ways and similarly many types of Korean language education. In this study, the text-linguistic method applied to salt seller tales. Analysis using the text-linguistic method can help identify meanings the literature. In conclusion, the text-linguistic method can be used in oral literature classes to analyze and identify different versions. The results of such analyses also can be used to explain differences between various oral literature texts and identify different versions. The possibility of method can widen and deepen the area of Korean literature education.

전후 박인환 시의 영웅주의에 대한 성찰과 지양 양상 연구

남민우 ( Min Woo Nam )
6,400
초록보기
The postwar poems of Park, Inn-hwan(1926-1956) represent the problem of war in the reflection of Heroism. To the Psychoanalysis theory of Freud, Heroism is the negative disposition that the war incur in the inside of human. Therefore, Heroism and the war need to be critically reflected. Park, Inn-hwan had recognized the problem of Heroism after he had suffered the 6.25 war and reflected the nature of the Desire. He had also realized that he had the disposition of Heroism in the period between 1945 and 1950. After 6.25 war, Park, Inn-hwan had tried to overcome the mental problem from Heroism and the Desire in the reflection of Heroism. Most of his poems after 6.25 war had the characteristic of the reflection of Heroism. Especially the dialectic of the book as symbol and the landscape as symbol is the important style of his poems. And his postwar poems also have the frame of reflection of the ideology. Therefore his postwar poems deserve to be remembered the classic of postwar poems.
8,100
초록보기
This article aims to inspect the result of poetry education in middle school based on survey research and on the notion of community of practice. Learners were up to graduate from middle school. The survey includes their estimation of national curriculum and contents in textbook, and learner`s expectation of learning poetry in high school. Learners were divided into four groups through their participation tendencies: ① learners who answered to survey sincerely, ② learners who answered to favorite poem or poet, ③ learners who had their own favorite cultural contents except poetry, ④ learners who had impressional poetry lesson in school. Each group had different location in poetry class community. First and third groups were located far from the center of community. Second and Forth groups were relatively close to the center. But four group were all peripheral participants cause they thought their subjective favor was inferior to reified understanding so they couldn`t propose their own discourses and participate in the community actively. Nevertheless, second group showed possibility of active participation. They had their own poems or poets as cultural property that could turn into reification of their subjective responses. Thus it seems to be important that poetry education in middle school provide opportunities to reify learners` subjective responses and to have their own favorites.

문학교육 연구자의 해석 텍스트 읽기에 대한 반성적 실천 연구

양정실 ( Jeong Sil Yang ) , 이인화 ( In Wha Lee ) , 정진석 ( Jin Seok Jeong ) , 한태구 ( Tae Goo Han ) , 우신영 ( Shin Young Woo )
7,500
초록보기
The aim of this thesis is exploring the present condition and direction of improvement of researching interpretive text. To reach the goal, 5 researchers of literature education discuss of selected interpretive texts. Interpretive text is the evidence of literary experience and the crucial data to design of literary education. To get a perspective of interpretive text, this thesis is performed in the following order: ⑴ selecting 4 interpretive texts, ⑵ discussing twice, and ⑶ introspective analyzing of contents of discussion. The perception of interpretive text is devided into two parts; interpretive text as a Genotext and interpretive text as a Phenotext. This perception is connectd the awareness of good interpretive text. Researchers agree with the characteristics of genre on interpretive text, but some of researchers prefer integrated interpretation and some of researchers prefer enquiring interpretation. There are confrontation of opinions about teaching method of interpretive text. One is hierarchy of interpretation ability is the base of interpretation education and the other is individual instruction serve much more of an educational purpose. The meaning of this study is ⑴ communicating various points of view of interpretive text, ⑵ leading consensus on evaluation direction of interpretive tex, and ⑶ setting up the interpretational education contents.
6,000
초록보기
This study seeks answers to questions like: Does debate education help students build up their personality? and has students` learning ability improved through debate education? To investigate the answers I refer to the debate classics Socrates and Popper`s literature and I draw three essential principles that consist debate education. First one is ‘Admitting to one`s ignorance’ which is related to Socrates ‘Eironeia’ and the Popper`s ‘fallibility of human reason(Possible Error of Reason)’. It gives explanations about starting point of debate education and the relationships of teacher and students as well as among peer group`s communication. Second is ‘Arguing through competitions which is related to Socrates`s ‘Elenchus’ and Popper`s ‘Falsifiability’ and It can be interpreted in Greek word ‘Agon’ that means non-hostile competition. Last one is ‘Getting forward to new exploration which is related to Socrates`s ‘Aporia’ and Popper`s ‘Nondeterminism’. It supports the necessity of continuous and permanent inquiring mind to the truth.

디지털 리터러시 태도의 개념에 대한 이론적 탐색

김종윤 ( Jong Yun Kim ) , 서수현 ( Soo Hyun Seo ) , 옥현진 ( Hyoun Jin Ok )
6,700
초록보기
The aim of the present study was to review and discuss about affective domains in the digital literacy. A concept of digital literacy attitude (hereafter, DLA) was proposed as an individual`s psychological tendency of cognitive, affective, and behavioral processes that relates to literacy practice in the digitalized environment. Under this definition, DLA was compared with and contrast to the print literacy attitude (PLA) in terms of a conceptual level. In addition, relevant two theoretical perspectives of attitude and motivation were considered to conceptualize the theoretical framework of DLA. Next, this study sought to explore the sub-dimensions of DLA. The theoretical review of 20 relevant affective concepts and terms (e.g., self-efficacy, preference) revealed that the DLA consisted of 6 dimensions: (1) value of digital literacy, (2) self-efficacy, (3) positive-negative feelings toward DLA, (4) internal and external desires toward digital literacy, (5) self-regulation, including avoidance of self-indulgence, and (6) participation. Theoretical and educational implications as well as limitations were discussed revolving around the concept of DLA.

작문 교과서의 논설문 수록 양상과 개선 방안

송지언 ( Ji Eon Song )
6,900
초록보기
This study examined argumentative texts included in highschool writing textbooks and considered if the materials -most of them are newspaper columns.- fully perform educational functions required for writing education. Based on this, this study is focused on seeking improvement plans of textbooks and educational contents about argumentative texts. ‘Problem-solving and problem-posing argument structure’ is a part of the theory explaining the development of text to argue, based on the elements of argument. Therefore, it was anticipated that using these two schemes for a learning activity would be practical to remedy shortcomings of current writing textbooks and also helpful to making students understand and compose argumentative texts. Actually, a lesson for analyzing and composing argumentative texts was conducted using these argument schemes. And the result of the lesson was demonstrated through argumentative texts written by students.
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