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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 : 160권 0호 (2018)

국어교육의 사회적 책무 -국어교육과 사회 변동의 상호성-

박인기 ( Park In-gee )
7,000
초록보기
This article discusses the change direction of Korean language education in relation to the characteristics of society based on the hyper - linkage society and high intelligence of the fourth industrial revolution era. In particular, the emphasis was placed on the effects of technology, intelligence, and information ecology on the Korean language education. As a value standard for determining what educational contents should be provided to contribute to the development of social change from Korean language education, I paid attention to 1) morality value 2) communication value 3) Korean globalization value. Based on this, we have embodied the contents and methods of Korean language education for social responsibility. Emphasized that the Korean language education subject(area), contents of responsibility(task), and performance of responsibility(method) that implement social responsibility should be proposed as one whole, allness of accomplishment. The subject, content, method, etc. of responsibility should be set in each sub-element, and they should be mutually compatible. By doing so, it will be necessary to newly discover the social responsibility of Korean language education, to value it as meaningful responsibility, and to develop cooperation, performance measures and techniques among the participants.

국어 교육과 윤리 -과거, 현재, 미래-

구본관 ( Koo Bon-kwan )
7,000
초록보기
This paper discusses ethics issues in Korean language education. To this end, first, I looked at issues of education and ethics. Then, I examined the study of ethics education in the Korean language education from the past to the present and the implementation of the ethics education. Finally, we looked at the characteristics of future society and discussed the issue of Korean language education and ethics in future society. As a result of the discussions, education is ethical in nature, and ethics education has been carried out either partially or wholly in Korean language education. In the future society, communication between human beings and human beings, human beings and machines is essential, so that the ethics of language use emerges as a more important problem. Therefore, it was found that ethics education should be strengthened in Korean language education of future society. We hope that the discussion in this paper will be used in the actual education field to help the ethics education in Korean language education.

민주주의, 시민성 그리고 비알리바이로서의 글쓰기

이재기 ( Lee Jae-ki )
8,700
초록보기
This thesis has its purpose in discussing the social responsibility of Korean language education based on the citizenship of a democratic society. I thought that the main qualifications of citizenship were participation and responsibility and reviewed how Korean language education relates to these qualifications and what kind of efforts are required to foster such qualifications. Especially, in discussing this, I actively introduced and cited Bakhtin’s concept of alibi and non-alibi. In the second chapter, I reviewed the meaning that the alibi and non-alibi concept has in Bahktin’s thinking structure. In his initial writing _Toward a Philosophy of the Act_, he firmly states that “there is no alibi to existence”. Bahktin called people that live by such alibi ‘pretenders’. Here, pretenders are not people who seize positions of other people but are those who do not wish to live in a specific position. In other words, they are people who purely try to live in a generalized, abstract position. They are people who live lives of non-alibi and irresponsibility. What should writers that Korean language education foster look like? It should bring in writers that live lives of non-alibi, expressing uniqueness and exclusiveness and not those living lives of alibi like pretenders. In the first passage of chapter III, I looked at the writing methods of writers living lives of non-alibi. In the second passage, I analyzed actual writing samples of four writers that are thought to live lives of non-alibi. In the first passage of Chapter IV, I looked at the writing curriculum and textbooks, which are educational requirements necessary in order to foster writers that live lives of non-alibi. The writing education curriculum and textbooks are not fit for writing pieces that show their own uniqueness and individuality. This is because achievement standard were not selected and textbooks were not developed in this aspect. I proposed three things as an alternative methodology. First is to get rid of the ‘rhetorical cues’ in achievement standard statements and state only the range of genre and topic. Second, sample texts or model texts suggested by the textbooks should be selected so that the texts enable us to vividly (or delicately) sense the existence of the writer. Third, we need to firstly encourage students to select writing materials freely in the teaching-learning scene.

교과 간 연계·융합 교육에서의 국어 교과의 역할과 향후 과제

김종윤 ( Kim Jong-yun )
6,900
초록보기
This paper aims to seek and identify the roles and future tasks of the Korean Language Education (KLE) in the curriculum alignment and convergence. The relevant literature in this area focused usually on topics and themes for curriculum alignment and integration, while there were less attention on KLE and other subjects in terms of curriculum dimension. Therefore, this study identified how KLE can be aligned and integrated with other subjects from the analyses of curriculums. Three patterns were emerged: (1) KLE’s contents with other subjects’contents, (2) KLE’s skills and others’contents, and (3) KLE’s skills and others’skills. Based on the identified patterns, the notion of the curriculum alignment and integration was reconceptualized and expanded. The curriculum alignment and convergence between KLE and other subjects were possible when they were designed to teach simultaneously. However, curriculum alignment can also be expanded when previously learned KLE’s skills could be applied to learn later contents and skills of the other subject. In this sense, KLE contributed to curriculum alignment and convergence in a significant way when it focused to help students learn language use. Based on the aforementioned discussions, future tasks for curriculum alignment and integration were suggested and discussed.
6,600
초록보기
The purpose of this study is to propose a ways of constructing text resources for reading education by posing a problem about the current way of providing texts for reading education. For this purpose, this study examined the reading ability required in the digital age. As a result, discussion was focused on affordances and authenticity. Based on this, three ways of providing text were proposed, which assumed an environment using digital textbooks. First, increasing affordances : Providing textual information as search terms, adding a toolbar to experience multimodal texts. Second, improving authenticity : Paper compositions similar to actual text, multitasking support method to increase the authenticity of the task and examples of materials for multitasking. Third, updating to the latest forms of digital texts. This study will contribute to the effective development and use of digital textbooks of Korean language education to prepare for literacy in digital era.

묵변의 화용론 -논변(辯)의 수행을 위한 언어 이론의 탐구-

권대호 ( Kwon Dae-ho )
6,100
초록보기
This study aims to interpret ‘Mobian(墨辯)’ Texts from the pragmatic point of view. Mobian Texts are emphasize the usage of language. Mobian also explains the problems of the argumentative language employment. To Mohist, language is a tool for the argumentative language use. Main pragmatic points of Mobian involve the name(名), object(實), name-object connection(合), act(爲) and the argumentation. The components of the name-object connection are consumed for the argumentation. Mohist also discussed the principles and methods of the performance of the argumentation dividing those as 'the principle of the content production of the argumentation, the method of the approach of the linguistic reasoning, and the subject of the strategies for the achievement of the purpose of the argumentation.'. The principle of the content production of the argumentation includes concepts of ground(故), standard(法), categorization(類). The method of the approach of the linguistic reasoning includes supposition(或), subjunctive(假), model(效), analogy(闢), comparison(?), quotation(援), inference(推). The strategies for the achievement of the purpose of the argumentation is based on utilities.

실제적 쓰기 평가를 위한 이론적 검토

장은섭 ( Jang Eun-seob ) , 최승식 ( Choe Seung-sik )
6,800
초록보기
This research started from exploration about the analysis and writing process of the writer in a writing evaluation, but it was processed as results completing of the writer, which made the source of trouble about our actual conditions in education. For another training of evaluation and extended implement, the writer assessment was reached including every process with practicing essay writing. Authentic assessment meant the assessment offering a practical help for writer’s growing as assessment with the essence and situation of writing. That is, with the sympathy and response of member evaluation, the assessment was not end in a writing education. The education content had to produce as starting of education. For this, the viewpoint of writing assessment was to show the class as it is.
5,500
초록보기
In this paper, the literary literacy of adults was categorized into 'reflective', 'critical', and 'practical', and their characteristics were identified. So far, the Korean language Education studies has been exploring the nature and meaning of modern literacy education on various levels. However, it is very rare to discuss the literary literacy of adults. In this paper, the type of adult literary literacy and its characteristics were explored, reflecting the problem of Korean language education dealt with by literary literacy at a level that has already been revised to the extent of simple 'literary competence'. Meanwhile, the discussion of literary literacy at Korean literary education field (especially adult lifelong education field) was mainly dealt with in the category of functional literacy. This paper was newly presented the critical paradigm as a method of approaching literary literacy. It was confirmed that critical paradigm could be a valid methodology in reflection of literary education or related literary competence in adult lifelong education, and it was associated that the perspective for the relationship between literary competence and literary literacy can be renewed in this paper.
7,000
초록보기
In general, TOPIK grade 3 to 4 is required for foreign students to enter Korean universities. However, the content of TOPIK exams have a tendency to focus on everyday Korean. Therefore is it expected that university classes in Korea will be hard for foreign students, due to the advanced vocabulary used. In order to solve this problem. this paper compared the usage of academic words in TOPIK II and EJU. TOPIK II is an assessment that mixes Korean for general and academic purposes. EJU is solely for academic purpose Japanese. Therefore, we hypothesized that the usage of academic words would be different for TOPIK II and EJU. We progress three different type of analysis, the Academic words of Cumulative Frequency, Individual words, and Lexical-semantic Network. In analysis of Cumulative Frequency, More Academic words were used in TOPIK II than EJU. however, in case of usage of Individual words, EJU was higher than TOPIK II. Therefore, it is necessary to use various Academic words in TOPIK II. and In analysis of Lexical-semantic Network, we could find difference in category of ‘action’ only.

한국어 말하기 수업에서 교사의 스캐폴딩 양상

서영진 ( Seo Young-jin )
8,200
초록보기
The purpose of this study is to classify teachers' scaffolding utterance in Korean language speaking classes and analyze its implementation aspects. Teachers' scaffolding can be classified into four categories according to learners' reaction behaviors. Firstly, when a learner can not respond to teacher's initiation utterance, teachers mainly used the demonstration, providing linguistic clues, providing contextual clues, and restatement strategies. Secondly, when a learner makes an error, teachers mainly used the error correction, meta-linguistic explanation, reformulation, error implication, inducement and encouraging strategies. Thirdly, when a learner appropriately utters, teachers mainly used the acception, expansion, comment, expansion request and praise strategies. Fourthly, when a learner speaks vaguely, teachers mainly used the comprehension check, clarification request and confirmation check strategies. On the other hand, Korean teachers did not use various types of scaffolding, but used specific types of scaffolding intensively. The teachers mainly used the scaffolding in an error correcting category, especially, a reformulation strategy. Although the scaffolding in deepening and expanding category raise the learner's potential developmental level, teachers did not actively use this category.
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