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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 : 161권 0호 (2018)

제도의 발전과 개인의 성장 -국어교육의 종적 성찰-

김중신 ( Kim Jung-sin )
5,700
초록보기
Since 1945, we had a single curriculum, with the 7th curriculum followed by the 2007, 2009, 2011, and 2015 curricula. How did the twelve curriculum changes affect students? No studies have been conducted on the impact of twelve different curricula on the growth of students in each school era. However, while there is no evidence that the current curriculum has been negatively affected by the current status of world history in Korea that does not mean that it had positive effects. In general, there are many negative views of education in Korea. However, Korea achieved remarkable economic growth after liberation as a result of education. There have been many changes in the content of the twelve courses, so that students often go through three or four curricula during their passage from elementary to middle and high school. Each is a different curriculum, but students take it personally as their own. and if the curriculum changes, students take it personally. The 21st century demands that students be creative. The curriculum should thus no longer be normative or formal. Non-normative content such as brain fade, talking, and graffiti should also be included in the curriculum.

근대적 국어 교과의 성립과 국어교육의 이념

김혜정 ( Kim Hyejeong )
7,200
초록보기
This paper seeks to study the establishment of Korean language education and its ideals during the Era of Enlightenment. As part of King Gojong's official documents, which first revealed the urgency of educational reform in the late Joseon dynasty, and the laws of the teacher’s college and elementary school, which established new educational systems and schools after the Gabo reform, the Department of Korean Language Education appears. In particular, under the school regulations issued in 1895, it was set as the subject of national language that students should be taught reading (or Korean), composition, and calligraphy, which were viewed as much more important than other subjects. On the other hand, it is expected that most of the materials published for reading subjects, would reveal an emphasis on independence, scientific Western culture and knowledge during this period. In short, the ideology of contemporary Korean language education was often expressed in the ideological direction of the expression of consciousness, the transmission of enlightened knowledge, and the completion of language education.

국어교육 발전의 변곡점

임칠성 ( Im Chil-seong )
6,100
초록보기
This article divides Korean language education into two stages : the periods of value oriented education and Korean language ability based education. Before the late 1980s, education included cultural values or readings reflecting certain worthy ideals in textbooks and education related values and ideas through the content of the works studied in this article. In the late 1980s, Korean language education underwent major changes. The framework and contents of Korean textbooks changed drastically under the fifth curriculum of Korean language education, which forced Korean language classes in the elementary and secondary schools to change. With the establishment of a Ph.D. program in Korean language education starting in 1986, Korean language education scholars started to play the major role in Korean language education that had traditionally been played by Korean language scholars and academic societies devoted to Korean language education began to emerge. Evaluations of teacher training institutions promoted a dramatic change in the education offered within the Korean Language Education Department. Finally, I point out that Korean language education should advance from logocentrism in response to digital communication.
6,700
초록보기
This study analyzes a series of issues of the school magazine of a mission high school diachronically. In the 1960s, learners (as writers of the magazine) showed a critical pose based on their contemporary experiences as leaders of the revolution. They deprecated the older generation and even undergraduates who had participated in the revolution. In the 1990s, learners tended to strike poses and followed trends selectively. They were inclined to uncritically follow ordinary standards. In the 2000s, learners evinced a desire not to follow the logic of the older generation because of the confusion of that period. They wanted to follow the older generation’s standards but failed to do so because of their attraction to the world of their own generation. This change shows us the gap between the purposes of language education and learners’ real responses. Language education requires learners to learn the older generation’s culture, but subsequent generations create their own culture. The changing status of school magazines means that each generation has its own separate discourse-space. The Korean classroom (in KFL) has to be a space where the older and subsequent generations talk and listen to each other.

북한 초급중학교의 학교문법 내용 분석

강보선 ( Kang Bo-sun )
7,400
초록보기
This paper aims to analyze the grammar content of elementary middle schools as it has developed since 2013 in North Korea through comparisons with the North Korean 2001 school grammar and South Korean school grammars. First we compared the content of the 2013 school grammar with that of the 2001 school grammar to isolate six features: changes in the hierarchy of the elements of the school grammar content, simplification of the content, omitted and added contents, dispersion in the spacing of the content, de-ideologization of the characteristics of the Korean language, and changes in the methods for presenting the content of grammar. Moreover, comparing the content of the 2013 school grammar with that of the South Korean school grammars, we identified items covered only in North Korea (those related to rhetoric), items not covered in North Korea (the nature and characteristics of the language, the history and status of the Korean language, linguistic differences between South and North Korea, foreign language notation, Romanization, and items common to North and South Korea. Finally, we suggest tasks to be solved for the development of an integrated textbook for both South and North Korea. First, the scope and weight of school grammar content should be selected. Second, the hierarchy of the contents of school grammars must be decided. Third, the content and system of school grammars should be agreed upon.

중학교급 학습자 서술형 답안의 언어적 특성 연구 -사회과 학업성취도평가 서술형 문항을 중심으로-

소지영 ( So Ji-yeong ) , 성경희 ( Sung Kyung-hee ) , 주세형 ( Joo Se-hyung )
6,400
초록보기
Although descriptive questions have the advantage of being able to evaluate the higher mental abilities of the learners by allowing their thoughts or opinions to be directly described, the difficulties and fairness of the scoring have been pointed out as limitations. In order to solve these problems, it is necessary to examine the fundamentals of such questions rather than the issue of whether they faithfully meet the requirements of an assessment tool so as to avoid surface descriptions of the resulting limitations. For this purpose, this study analyzed learners' descriptive answers using systemic functional linguistics (SFL), which regards language as a tool of knowledge construction. The “somewhat awkward and partial learners' answer,” which is one of the categories in the scoring process, contains much information about the learner's current stage of knowledge construct development. The analysis confirmed that the learners' descriptive answers showed transitional characteristics from “everyday language” to “scientific language.” It is possible to summarize the linguistic characteristics of the learners' answers as a faded metaphor―an intermediate stage of transitioning to a complete level grammatical metaphor. From the point of view of language development, this “faded metaphor” is an important reference point for understanding “what,” “when,” and “which form” is needed for learners to attain an ideal academic language. In order to collect a variety of language data from learners, closely observe their developmental stages through the data, and introduce the results back into education, a consistent theoretical framework is needed that should be based on all these processes. The grammatical metaphor theory of systemic functional linguistics used as the theoretical basis of this paper is not only a theoretical framework that can examine the conceptualizations of subject experts(assessors) and learners(appraisees), but can also serve as a basis for collecting and analyzing language data. It also supports the concrete content of the teaching and learning methods for teaching students. Based on this, it is necessary to emphasize the role of language as an essential tool for the knowledge construction of the subject of Korean in order to provide a theoretical basis for establishing a step-by-step, systematic teaching and learning strategy, as well as contributing to the refinement of scoring training and management measures.

연민 교육을 위한 인성교육의 철학과 문학교육의 역할

황혜진 ( Hwang Hye-jin )
6,700
초록보기
This study critically examines the Personality Education Promotion Act from the viewpoint of literature education, redefines the concept of personality and personality education philosophically and educationally, and makes suggestions for the content of literature education related to the “moral feeling” of “compassion.” This study focuses on compassion because compassion has practical value in preserving human capabilities and contributes to the improvement of public life. In this study, the concept of “compassion” is based on the definition and use of the term by Nussbaum: “painful emotions caused by the perception that others are unfairly unhappy.” Nussbaum believes that compassion has a cognitive basis in such considerations as “judge seriousness,” “judge responsibility,” and “judge the extent of self-happiness.” In this study, the cultivation of compassion should be directed in accordance with the cognitive basis of compassion, and literature education is identified as the best subject for compassion education.

힙합 랩을 활용한 현대시 창작 교육

김치정 ( Kim Chi-jung )
6,700
초록보기
Although our current students are part of the hip-hop generation, we can find hardly any interest in or research relating hip-hop to the subject of Korean. Accordingly, this study will use hip-hop as material for class choice and design a class in stepwise fashion so that undergraduates can thereby create modern poetry more easily. First of all, learners made poetry notes so as to write about their everyday experiences, thoughts, and feelings. Next, undergraduates went through the steps of writing creative poems using their own poetic ideas. In this process, learners provided with general subject matter for modern poetry mostly produced creative lyrical poems. Meanwhile, those provided with hip-hop rap materials mostly produced not general lyric poems but anti-lyrical creative poems. This is differentiated from the creation of modern poetry using general subject matters for modern poetry and may be attributed to the characteristics of hip hop as drawing authenticity from an ego grounded on a resistant or critical consciousness. Next, with the creative poems they had written before, they go through the steps of revising and polishing them based on a variety of poetic elements. One of the most prominent characteristics of hip-hop materials used in creating modern poetry is the rhyme. Therefore, learners compared the rhyme and flow of hip-hop materials with those of modern poetry and properly applied what they had learned, including metrical elements, to their polishing process. This author has observed how undergraduates changed their works step by step. According to the results of this study, the creative works of modern poetry using hip-hop materials seem to be superior to those using general subject matters for modern poetry. Also, regarding the rhyme, it could be a significant aid to creative education due to its similarities with modern poetry.
6,400
초록보기
The purpose of this study is to explore how Korean textbooks are structured in terms of the Read One semester, which is closely related to the promotion of reading education as well as the students' awareness of reading. The subjects of the 9th volume of the middle school Korean language textbooks, reflecting the 2015 revision curriculum, were studied. The analysis was carried out using quantitative and qualitative criteria based on the curriculum and school setting. As a result of the study, assignments for “reading, sharing opinions, and expressing” reflecting specific contexts of language use were suggested for all the textbooks . However, the level varied, while a general standard for high quality textbooks is required. The process of reading and the presentation of strategy are also different, and more specific guidance is needed from the learner's perspective. For the implementation of the reading unit, we should consider the actuality of the language and encourage voluntary reading. Therefore, a one-semester reading unit is needed to facilitate a successful reading experience.

교과 논술 교육을 위한 귀추적 글쓰기 학습 모형 탐색

장성민 ( Chang Sung-min )
6,600
초록보기
The purpose of this study is to propose an abductive learning model for writing based on theoretical exploration of “deep comprehension” as a goal of essay writing. The discourse performance needed to reach deep comprehension has been defined in previous studies as (a) processes that require learners' conscious attention, (b) processes that involve implicit knowledge transferable to long-term memory, and (c) processes that verify and elaborate the knowledge learners already have in a tentative state. The abductive perspective, together with the ideas of the “argumentative schema” and “dynamic epistemic cycle,” can explain the learner's cognitive processes in achieving deep comprehension both horizontally and longitudinally. This study presented an abductive learning model by applying several teaching and learning devices that facilitate learners in monitoring their previous learning products and revising them to reflect the new representations. Finally, the evaluation methods to measure students’ achievement through their writing outcomes and reflective journals based on the detailed phases of abductive learning procedures are discussed.
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