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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 : 163권 0호 (2018)

지구 언어 생태계의 변화와 (한)국어교육의 미래

윤여탁 ( Yoon Yeotak )
5,600
초록보기
This paper focuses on changes in the global ecology, particularly regarding the tendency toward globalization and advances in technology that are known as the Fourth Industrial Revolution. For example, the pursuit of universality predicts the disappearance of several languages, and the development of cognitive science and technology encroaches on the functional use of languages, such as for interpretation and translation. In view of the changing language ecology of modern society, this paper seeks to predict the future of Korean language education. This paper is based on the premise that the diversity and specificity of languages and culture should be respected in modern society. While considering changes in the global language ecology, this paper discusses the future of the Korean language and Korean language education in the context of national identity and cultural representation. In addition, this paper examines the challenges of Korean language education in the context of the “multiliteracies” that focus on the diversity of language and culture, and the influence of media technology. In this paper, this paper traces the development of Korean language education as a native language and Korean language education as a foreign language in the perspective of nationalism regarding changes in the global language ecology. Specifically, this paper proposes directions and ways to expand the ecology of Korean education, in terms of language and cultural education, and discuss the future of education. In conclusion, this paper emphasizes the importance of Korean language education as a native language in the contemporary global language ecology, where language and cultural diversity and media influence are increasing.

일본 자국어 교육의 변화와 동향 분석

최미숙 ( Choi Meesook )
6,800
초록보기
The purpose of this study is to analyze changes and trends in Japanese native language education. For this discussion, we analyzed the new curriculum guidelines that were introduced in 2017. In the 2000s, Japan began to emphasize the importance of solid academic ability in students after receiving criticism for the perceived “lower education” in Japan. PISA-type education were especially emphasized and were set as an important direction in Japanese native language education. In addition, IB education was introduced to change public education. The new curriculum guidelines emphasize “subjective and interactive deepening learning” as well as “active learning” based on “knowledge and skills,” “thinking, judgment, and expressive power.” The direction of Japanese native language education provides a meaningful example of native language education in the era of globalization. However, the fact that the direction of native language education is closely linked with PISA-type education and IB education is a concern because it can lead to international competition.
7,100
초록보기
Interest in International Baccalaureate(IB) education has recently been rising, and attempts to introduce IB programs into public education have been made in several regional education offices. IB is an internationally recognized curriculum has operated since 1969 and is currently in place at more than 5,200 schools worldwide. Because it is an internationally recognized curriculum, if you take the International Baccalaureate Diploma Programme(IBDP), which is preparatory university course, you can be granted admission qualifications to more than 2,000 universities worldwide. Japan announced a policy to introduce IBDP to 200 schools nationwide by 2018. There is growing support for the introduction of IB public education in Korea to enhance the quality of education and ensure fairness in testing. However, the introduction of foreign curriculum should be approached carefully because it could cause educational governance problems. Before discussing the introduction of IB public education from a policy point of view, we saw a need for research to understand the advantages and disadvantages of IB education regarding Korean language education. For this reason, we analyzed the characteristics of IBDP literature classes at Gyeong-gi Foreign Language High School, which already conducts IB education in Korea. The IBDP literature class, which is a preliminary university course, is modeled on the study of literary works at university. Therefore, it showed differences in many respects from the general Korean high school literature class, which is mainly aimed at the enjoyment of literary works. IBDP literature classes were focused on reading the entire work, holding an “interactive oral” discussion, and producing a critical essay from a substance-based view of literature. Differences between the courses will be explored through various aspects such as textbooks, lessons, and the evaluation of Korean literature education.

‘실용 국어’의 ‘직무 어휘’ 교육 내용에 대한 교사 인식 조사

구영산 ( Goo Youngsan )
6,700
초록보기
This paper reports the results of a survey of vocational school teachers regarding educational contents and methods in the textbook Practical Korean, first published in 2015. Regarding content, teachers agreed with the textbook’s division of vocational vocabulary into basic vocational and professional categories. Regarding educational methods, teachers agreed that students should be taught to look up words in the dictionary. To a statistically significant degree, female teachers were more skeptical than male teachers about teaching students to infer the meaning of words from context. However, Korean language arts teachers were not more likely than vocational teachers to oppose teaching students to infer the meaning of words from context. Many teachers indicated that the vocabulary words in the textbook were inappropriate for their students. This paper calls attention to the need to develop criteria to decide which words to teach in vocational schools.

대학생 독자의 독서 성숙도 양상 연구

서영진 ( Seo Youngjin )
7,200
초록보기
The purpose of this study is to investigate the reading maturity of university students, who have been neglected in reader development studies. For this purpose, the study analyzed reading maturity aspects of 685 freshmen university students and compared group differences across academic disciplines. Reading maturity was analyzed based on six factors: basic reading skills, reflection and life changes through reading, interest and attitude toward reading, advanced reading skills, reading for understanding humanity and life, and reading for knowledge acquisition and expansion. Results showed that, the overall reading maturity of the study group was only moderate. The percentage of respondents who answered that their reading maturity level was less than normal was 40.6%. Analysis of sub-factors related to reading maturity showed that “interest and attitude toward reading”, which plays a very important role in inducing reading behavior, was found to be the weakest. Although “basic reading skills” and “advanced reading skills” were the skills practiced most in reading education courses in elementary, middle, and high school, respondents’ self-assessments and effectiveness of reading skills in these categories were average. Reading activities were performed more for “reading for knowledge acquisition and expansion” than “reading for understanding humanity and life”. In terms of group differences, the reading maturity of students in the natural and science divisions was lower than that of the students in the humanities and society. Additionally, the reading maturity of students with grade 4 or below of the high school scores in Korean language and SAT scores were low. More attention is needed for students whose reading maturity is relatively weak.
7,300
초록보기
This study aims to explore the implications of developing writing tasks for the College Scholastic Ability test by analyzing the argument task in the writing section of the GRE (General Record Examination). As a large-scale writing assessment, the GRE argument task has two unique characteristics: 1) it provides a writing prompt guiding analysis and critical evaluation of logical reasonableness, and 2) it provides reading material that has logical problems. The main implication of the GRE argument task is considered to be the development of writing assessments that ask students to critique the logical reasonableness of reading materials that have some limitations or problems. In order to develop writing assessments for the CSAT that provide students meaningful direction in writing study, we need to explore diverse possibilities for writing tasks. Considering the importance of critical evaluation of the logical soundness of texts, the GRE argument task provides meaningful characteristics that we could consider in developing a writing assessment for the CSAT.
6,800
초록보기
In this paper, I examine historical changes in the content of educational programs regarding the Korean literary tradition within the Korean language subject area by examining Korean language curriculums and textbooks after liberation. Most of the items related to tradition within the Korean language curriculum have been discussed at the high school level. Traditional items disappeared temporarily after appearing in the 1st and 2nd curriculum, and appeared again in the 7th curriculum, leading to the revised 2009 curriculum. Regarding the 1st and 2nd Korean language textbooks, the textbook materials of Yang joo-dong and Cho Yoon-jae have a certain influence on the contents of traditional education in Korean literature to this day. Because the material of Lee Ki-BaK is repeatedly included in high school Korean textbooks, the concept of tradition described in this article was accepted as a basic point of view by learners for 30 years from the mid-1970s to the mid-2000s. In educating about the tradition of Korean literature, “the heuristic attribute of tradition” needs to be utilized more positively. The subject of Korean literary tradition should be opened and expanded for the learner in the literary classroom, and interactive and mutual communication about Korean literary tradition existing between medieval and contemporary literature should be actively considered.
7,000
초록보기
The purpose of this study is to identify aspects of interpretive communication of learning-readers and to propose practical directions in poetry reading education. In order to achieve this purpose, this study considered the interpretive communication of “Wangsimni” by professional readers and summarized the main interpretation issues. Based on this, this study conducted an investigation to confirm the actual aspect of the interpretive communication of the learning-reader. According to the analysis of the interpretive text and the experiential descriptive text, the learning-reader complements or adapts the process and results of his interpretation through interpretive communication. In addition, the learning-reader may delay the execution of his interpretation after realizing the diversity of possible interpretations through interpretive communication. Considering these aspects of interpretive communication, poetry reading education should take into account the practical directions of interpretive communication as follows. Poetry reading education should enable the learning-reader to experience interpretive communication as a common meaning formation process and to feel the pleasure of interpretive communication. Through these directions of poetry reading education, the learning-reader will voluntarily participate in interpretive communication with ‘another interpreter’ according to one’s need in later poetry reading and then perform active the poetry interpretation activity can be expected.
7,000
초록보기
The purpose of this paper is to explore Hangeul education through Hunminjeongeum Haeryebon’s Yeui and Examples on the Use of Letters. The paper discusses an important educational strategy to effectively teach the Hunminjeongeum, which is the prototype of Hangeul education today. I attempted to find a strategy for Hangeul education in the text of Yeui and Examples on the Use of Letters. Additionally, I suggested implications of Hangeul education that can be recognized by connecting these two texts. This will help to illustrate that the content and strategies contained in Hunminjeongeum Haeryebon’s Yeui and Examples on the Use of Letters are the prototypes of Hangeul education. Hunminjeongeum Haeryebon fully supports the essence of Hangeul Education, so the answer to Hangul and Hangul education should be found in it. It is necessary to have an educational perspective that understands the content of Hunminjeongeum Haeryebon and actively utilizes it. As a result, we tried to explore the fundamental characteristics of the content of Hunminjeongeum Haeryebon while identifying the value of it.

문법교육 연구의 확장과 심화를 위한 아이트래커 활용 가능성 탐색

최은정 ( Choi Eun-jeong )
7,300
초록보기
The purpose of this study is to explore a positive method of presenting material that can lay theoretical grounds for grammar education. Additionally, this author will discuss how the provision of systematic and scientific material can extend and deepen grammar research. For this study, this researcher has examined the characteristics and status of research using eye-trackers. This paper discusses the educational significance that eye-tracker research has in grammar education and the necessity of related research. Furthermore, this author has studied the possibility of using eye-trackers to extend and deepen grammar education. An eye-tracker is neither the only tool with which we can examine the cognitive process that takes place in the human mind nor a tool that can project the cognitive process on its own. With this complex process of exploration, this researcher hopes that you will consider how to diversify study methodologies in consideration of the distinctiveness of grammar education. This study exhibits limitations in that it has failed to consider grammatical items that are more appropriate for eye-tracker research or provide detailed contents like concrete study methods. In order to develop research on grammar education in balanced ways, this author expects that follow-up research will be carried out to concretize the possibilities explored in this study.
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