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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 : 151권 0호 (2015)

특별기고논문 : 국어과 수업 목표와 수업 절차

이대규 ( Dae Gyu Li )
7,400
초록보기
국어과 수업 내용(또는 국어과 교육 내용)은, 말하고 듣는 능력, 독서ㆍ작문능력, 작문의 기초 능력에 속하는 다양한 문장(sentence) 구성 능력과 맞춤법에 맞게 명사와 조사, 동사와 형용사의 어간과 어미를 구별하는 능력, 문학의해석과 감상 능력 발달에 바탕이 되는 화법이론, 수사학, 문법(또는 언어학), 문학 이론의 지식이다. 국어과 수업은, 수업 내용을 이해시키고 기억시키고, 기억된 수업 내용을말하기ㆍ듣기, 독서ㆍ작문, 문장 구성과 맞춤법, 문학의 해석과 감상에 사용하는 능력을 발달시키는 것이다. 효과적인 수업을 계획하고 실천하려면, 수업 내용과 수업 내용이 학습된 행동 특성을 분류하고, 분류된 내용과 특성을 관련지어 수업 목표를 세워야 한다. 필자는 수업 내용을 ‘개념, 명제, 절차’로, 행동 특성을 ‘기억’과 ‘사용’으로 분류하였다. 그리고 이 두 가지 분류를 연결하여, 개념의 기억과 사용, 명제의 기억과 사용, 절차의 기억과 사용으로 나누어지는 국어 교육 목표 분류체계를 제시했다. 국어과 교육과정을 개발할 때에는 그 전에 국어과 모든 영역의 목표를 ‘개념의 기억과 사용, 명제의 기억과 사용, 절차의 기억과 사용’으로 체계화해야할 것이다. 이것은 교과서 개발 과정에서 각 단원의 목표로 사용할 수 있을것이다. 다음에 필자는 교과서의 단원을 구성하거나, 교사가 교과서의 단원에 바탕을 두고 구체적인 수업 설계를 할 때, 무슨 목표를 어떻게 선택하며, 어떤 작품을(자료를) 선택해야 하는지를 논의했다. 수업은 학습이 잘 될 수 있는 조건을 마련해 주는 것이다. 학습 조건에는 내적 조건과 외적 조건이 있다. 필자는 언제나 자신이 읽은 책에 의문을 가졌다. 책의 저자가 세계적 권위자라고 해도 의문을 가졌다. 내가 축적한 지식과 나의 저서에도 끊임없이 의문을 가졌다. 그리고 고치고 또 고쳤다. 나는 1년 동안에도 수 없이 생각이바뀌는 경험을 했다. 이 글도 이러한 경험에서 나온 것이다. 이 글을 읽는 이들도 이 글에 의문을 가지며, 자신의 생각을 새롭게 발전시키기를 바란다.

국어학 연구와 문법 교육 연구의 소통

박형우 ( Hyeong Woo Park )
6,500
초록보기
This paper is to investigate the course about the interaction between Korean linguistics and grammar education. So far research achievements of Korean linguistics have been included as the contents of school grammar in grammar education. Gradually various theories of Korean linguistics have been unified into one theory in textbook. And more achievements of Korean linguistics have been included as education contents in school grammar. But several problems have occurred in this course. The alternatives of these problems are as follow. 1. The official process and system are needed to include research achievement of Korean linguistics as education contents in school grammar. 2. By reviewing in a view of grammar education critically, research achievements of Korean linguistics have to be included as education contents in grammar education. 3. The contents related research projects and thinking & studying process in Korean linguistics have to be included as new contents in grammar education.

지식의 교환으로 본 문학 연구와 문학 교육의 소통

김성룡 ( Seong Ryong Kim )
7,100
초록보기
In this article I present some considerations on the communications between literary study and literary education considering this as theexchanges of literary knowledges. I think the problems of communications happened because of the differences between the justification of the literary education and that of literary study. The concepts of literature,literary knowledge, and literary education of our culture are different from those of the western culture. But our educational establishments of modern ages are based on the western traditions. We conceive the conceptof knowledge on two traditions. On our traditional culture, we conceive it as a knowledge how to make and a knowledge how to explain. On western culture, we conceive it as justified knowledge and we think that it has process how to conceive the object, the capacity how to do it, and the capacity how to express it through language. In our traditional understanding knowledge there become the educational orientation to the learning and to the introspection. In the western there become the educational perspectives on the hierarch and objection. In our traditional education the goal of literary education is making literary works but in the western traditional education is reading literary works. Our modern age we received the western cultural establishments including education. The main goal of literary education has become to reading. Knowledges of literature has become to one of humanities by the understanding about the arche of the human and the world with the introspective thought. Literary education is one ot the social sciences that is calculating the utility of the investment of social commodities. The literary study and the literary education are based on quite different justification. I declare that we restore our literary educational traditions. The spontaneousness and intention of literary study are combined to those of the aesthetic experience and to be the same categories. The rationality of humanities and rationality of social science fuse together to one horizon. In this respect the study of literary education will be a new humanities of our time.

화법,독서,작문교육 연구의 소통을 위한 커뮤니케이션 연구의 시사

민병곤 ( Byeong Gon Min )
6,900
초록보기
The purpose of this paper is to review the discipline of communication theories as a way to intercommunicate among Listening/Speaking, Reading, and Writing education research and to explore its method and direction. First, the author starts with the premise that each of the three sub-disciplines has its own individuality as a part of the language education discipline. He then reviews the tradition of communication theories as a common ground of the three disciplines from a meta-discourse perspective. He explains three aspects of intercommunication among the sub-disciplines: purposes, content, and methods of communication. He presents the following intercommunication purposes: the construction of self-identity of each sub-disciplines, the systematization of the superordinate discipline, and improvement of the learners’ language lives. As for content of intercommunication, he lists components of a theory, characteristics and methodologies of the research, and research objects as the aspects. Furthermore, exposition, comparison and analysis, and integration are the main steps he proposed as methods of communication. Finally yet importantly, the author pays attention to the ecological approach as a common agenda. This view is related to the concept that literacy is a kind of social practice; on that basis, he emphasizes that it is important to research language activities in and out of school throughout life, while considering a practical living context.

국어교육학계 논문 양식 통일안 연구

윤준채 ( Jun Chae Yoon )
5,800
초록보기
Every academic society in the area of Korean Education has its own publication manual of style. Most of the researchers in the area have spent too much time in meeting such manuals of style. In this regard, the study of this research was to propose a unitary publication style for KoreanEducation societies. For this study, a variety of publication manuals such as publication manual of the American Psychological Association, MLA style manual and guide to scholarly publishing, and the Chicago manual of style have been reviewed. Based on the examination of those materials, some ideas related to the usage of references, footnote, headings and series, and so on have been proposed. For example, the investigator has suggested the five levels of headings in the unitary manual of style as follows: Ⅰ, Ⅱ, Ⅲ, 1, 2, 3, 1), 2), 3), (1), (2), (3), ①, ②, ③. For references, a format was used as follows: author(publication date), title of work, periodical, volume, page number. Further research should be needed.

국어교육과 한국어교육의 소통

원진숙 ( Jin Sook Won )
7,400
초록보기
In the past decade, Korean as a Foreign Language Education received increasing attention in Korean Language Education field due to two major factors: the rapid increase of culturally and linguistically diverse students in Korea, and the introduction of the 2012 National KSL(Korean as a Second Language) Curriculum. Naturally, Korean as a Foreign Language Education is distinguished from Korean Language Education concerning its purpose, content, and methods of education. Nonetheless, they also share a common factor in that they both teach the same language, Korean. So this study shall organize the relationship of these two fields by focusing on their academic adjacency and differences. Specifically, this study is based on the analysis of research results over the past decade, which are based on culturally and linguistically diverse students within the domain of Korean language education. Therefore, examining the connections between Korean Language Education and Korean as a Foreign Language Education was possible. Using the academic research information service(http://www.riss.kr), we analyzed various theses and papers on Korean Language Education in a meta-volume statistics mechanism. Through this, we identified that research based on Korean as a Foreign Language Education are showing numerous outcomes within the realm of Korean Language Education. Looking at these results in their respective themes, it was clear that research took place in this very order: teaching methodology research > contents based research > policy and situation related research. Here, an interesting discovery was that the teaching methodology research were more stressed than contents based research. This is because the cultivation of a ‘KSL Education system’ for culturally and linguistically diverse students was an urgent problem that needed to be addressed. These research studies on teaching methodology related reseach mainly emphasizes building a KSL system that supports language education for multicultural students inside the public school. Some examples of this emphasis are studies on the KSL(Korean as a Second Language) Curriculum, the development of standard KSL textbooks, the activation of KSL education programs, and training programs to enhance teachers’ competence. On the other hand, contents based research field which is the base of KSL Education, lacked in research results and appeared to be in an imbalanced state. In this regard, active interaction with the field of Korean as a Foreign Language Education, which has a relatively higher research capacity is definitely required. In addition, this study suggests that Korean Language Education and Korean as a Foreign Language Education must overcome their academic boundaries and join hands in concerning KSL education, thus bringing mutual development in both fields.

논증 텍스트의 무브 분석 연구 -한국어 고급 학습자를 대상으로-

채윤미 ( Yun Mi Chae )
6,500
초록보기
This research is purposed to identify the genre features on korean argumentative texts via move analysis of genre argumentative text and present practical educational material necessary for teaching writing a argumentative text. In this research, the results were compared to the authentic argumentative texts written by Korean university students and Korean advanced learners. And it analyzed the Move structure on the basis of Grujicic-A., L.(2005)`` CATS model. Through this analysis, the markers of Moves which show movement of each Move of argumentative texts were examined. As a result of analysis of 60 argumentative texts, there was notable difference between the two groups. At each Move stage, Korean of Group was better at the using Move structure and argument elements more than Korean advanced learners. The research result will be able to be utilized as positive educational materials with which Korean learners can understand easier the characteristics of genre on the argumentative texts.
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