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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 : 158권 0호 (2017)
6,400
초록보기
The purpose of this study is to suggest a way of constructing meaning educational contents using “frame semantics”. To accomplish this purpose, we look into the existing contents of meaning education, and suggests “inquiring frame” as a direction of meaning education. When learners inquiry frame, they could focus on a background knowledge which makes meaning, so contextuality of meaning could be involved in a field of meaning education. And then, we investigate main concepts of frame semantics, and propose meaning educational contents based on these concepts. The main concepts of frame semantics, “frame, motivation, profiling, frame elements, case frame, cultural frame” are mechanisms for learners to inquiry a basis of a meaning phenomenon in meaning education. Especially in a category of “meaning of words”, we make elements of educational contents from those concepts, “Emphasizing interaction among meaning, participants, and environment, Inquiring a meaning background knowledge of polysemy, Understanding principles of word`s contextual meaning construction”, “Inquiring combination principles of synonym”, and “Inquiring a cause of word`s meaning changes by framing”. By these elements, the practice of contents construction could be made. We construct meaning educational contents of “polysemy, synonym, and meaning changes” by frame semantics comparing with the existing contents. This study has a meaning as the theoretical reconceptualization research to reflect contextuality of meaning and to build educational contents practicing a learner`s inquiring process in meaning education.

처격 조사 `-이`와 `-으`에 대한 일고찰

김현 ( Kim Hyun )
5,800
초록보기
Locative case marker of Contemporary Korean is often realized as /-i/ or /-Щ/ in Chungnam and Jeonbuk dialects. They occur after the nouns ended with a consonant: in Chungnam dialect /-i/ occurs regardless of final consonants of noun while in Jeonbuk dialect /-i/ occurs after [-grave] consonants and /-Щ/ occurs after [+grave] consonants. They are considered to originate from the same marker /-Щi/ which would be called `special locative case marker`. Case marker /-Щi/ has experienced the same change of monophthongization as word-final diphthong /Щi/. The aspect of monophthongization of the latter is similar phonologically and regionally to the former.

속담 이해 교육 내용의 학교급별 위계화

이관희 ( Lee Kwan-hee )
6,300
초록보기
The primary aim of this study is to discuss about educational staging of Korean education contents for proverbs comprehension on the basis of Piaget`s and Selman`s development theory. On the basis of these theoretical searches, we propose conceptual framework for staging of proverbs comprehension education based school levels. In addition, the educational contents are presented in the structure of knowledge, experience, performance and attitude according to the discussion of Kim(2003). The following table is a ultimately conclusion.
5,900
초록보기
This article has a characteristic of essay on < Sadaeki > of Hwang, Joongyoon. The main contents of message is about identifying that this work can be the novel of dynasty change created on the basis of circular reasoning. This is a fable or allegorical novel according to work`s contents. And also it has the feature of allegorical dynasty change novel on the point of that the flow of season matches the dynasty change. The writer analyzed matching up the change of season with the character`s personality in order to show it. The realistic features about the change of dynasty were drawn from the contents of < Sadaeki > on the basis of the result. < Sadaeki > was compared with the heroic novel including the dynasty change. As a result of it, while the heroic novel including the dynasty change suggested concretely the grounds like `celestial ground`, `realistic ground` and `humane ground`, < Sadaeki > suggested the realistic ground. Therefore < Sadaeki > has the feature of personification novel about the dynasty change on the basis of reality.
8,100
초록보기
The purpose of this study is to investigate the gender differences of the cognitive paths predicting the writing-from-sources as a learning activity. With a sample of 1,154 participants from 5 general high schools, this study tested a hypothesized model that specified structural linkages between perceiving information needs, selecting relevant materials, monitoring the product and the writing product level by using multiple-group structural equation model approach. The results were as follows. First, single-gender group(girls` highschool) formed consensus in a one-dominated way above their similarity of decision-making processes and interpersonal responsiveness; however it does not predict better performance and writing product level. Second, monitoring process was more influential factors on writing product level in mixed-gender group(co-educational highschools) than those of in single-gender group. Third, using digital literacy environment during teaching & learning writing-to-learn should be approached carefully for satisfying both disciplinary-approapriateness and reading & writing efficiency to overcome the disadvantage of male students.

`스토리텔링을 활용한 교육`의 개념 및 유형 체계화 연구

원보라 ( Won Bo-ra ) , 최영환 ( Choi Yeong-hwan )
7,000
초록보기
The purpose of this study is to systematize the concept and type of `education using storytelling`. First, by analyzing the behavior related to storytelling, the structure was revealed. Storytelling consists of actions that combine intentional content with narrative form and utilize to achieve a specific goal in a specific context. This study focuses on `storytelling as educational method` and name it `education using storytelling`. It means `combining education contents and narrative form and utilizing in order to effectively achieve educational goals`. The type of education has been systematized according to the combination of education contents and narrative form, such as direct combination and indirect combination. Also, the type of education systematized according to the way of using narrative form, such as creation type, revision type, and selection type. As a result, teachers` ability to use storytelling can be improved and the quality of instruction can be improved.

질문에 기반한 고전(古典) 읽기 수업 사례 연구-<춘향전(春香傳)>을 중심으로-

장지혜 ( Jang Ji-hye ) , 김신원 ( Kim Shin-won ) , 김종철 ( Kim Jong-cheol )
8,700
초록보기
In this article, we study a case of classical literature instruction based on students` questions. As a result, we report the aspects in which students` construction of meaning appears, the means students use to construct meanings, and the appreciation of the students and the teacher on this instruction. The material for the course was Chunhyang-jeon, one of the most famous classical work of Korean literature, and 130 11th graders of three classes from one high school in Seoul participated in it. The course took once a week for six weeks and the students constructed their own questions on the material, discussed and solved those questions in small groups, then wrote critical essays. Focus group interview was done on some students. The findings show that the students constructed meanings from the classical literature work in three different aspects: they create their own themes for learning; they create their own context for appreciating the literature work; they understand themselves better by understanding the literature work. To construct such meanings, they use the means of communication - they communicate with each other, with the teacher, and with the text. Such communications provided the students with scaffold for learning. Studying how the students and the teacher appreciate the elements of the instruction -the classical literature, the peer relationship, the teacher-student relationship, and the course design - shows followings. The students could appreciated the literature work in depth because of the wholeness of the classical work, but they had to overcome the familarity and lack of curiosity. Communication among the peers played a crucial part in learning and constructing meanings, but prejudging on peers happened and hindered collaborative discussion. The teacher is expected to act as a facilitator in the classroom like this, but the students and the teacher may have different expectations on the role of the teacher and it may lead to conflicts which may result in difficulties in learning. And the students need to grow positive beliefs in the course itself and in their abilities as learners.
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