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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 : 171권 0호 (2020)

평생학습사회와 문식성 교육의 방향

이지영 ( Lee¸ Ji-young )
6,900
초록보기
In this paper, the direction of literacy education is discussed focusing on a “lifelong learning society”. Lifelong learning was approached as a structure with an ideological layer, a policy layer, and a practice layer. The ideological layer provides the direction of literacy education required by our society and becomes an epistemological basis for literacy education. The policy layer allows the establishment of a policy discussion and frame system for life literacy education. I discuss life literacy education policy by dividing it into a hard function and a soft function. Focusing on literacy’s hard function, literacy education can construct a life literacy frame that considers human life. Focus on the soft function of literacy, literacy education can be established through various literacy policies. The practice layer suggests specific directions for developing lifelong education programs related to literacy education. It is necessary to look at social systems and education regarding humans’ life cycle. Literacy education also needs to be approached as a lifelong learning system in a lifelong literacy frame.
8,000
초록보기
The goal of this paper is to explore new directions for Korean language education and provide suggestions for classroom practices in literacy instruction for increasingly diverse digital societies. I begin by proposing a conceptual framework of Transformative Design for Meaning to support student learning and development in this new literacy era of digital convergence and integration. Next, I offer theoretical accounts of the framework’s design components, as well as the evaluation criteria for criticality, creativity, and coherence of the design, whereby certain literacy practices are considered transformative. Finally, I close with a discussion of how this new framework for literacy and learning may contribute to our rethinking of school literacies and classroom practices in the context of Korean language education. Throughout the paper, my attempt is to find diverse intellectual and sociocultural spaces for new literacy learning where students work on authentic problems, connect personal and cultural resources to the problems, construct critical understandings, and produce new texts toward social changes.

평생교육 관점에서 생애사 쓰기교육 - 칠곡군교육문화회관 평생교육 사례를 중심으로 -

김수정 ( Kim¸ Su-jeong ) , 정정순 ( Jung¸ Jung-soon )
7,500
초록보기
This study focuses on the role of a life history writing class, which was offered as part of a lifelong education program; in doing so, it attempts to explore the meaning of writing about oneself in old age. To this end, one of the adult learners who participated in the adult writing class at the Chilgok Education and Culture Center was used as a primary example to analyze the writing experience and its meaning. During the class, we focused on autobiographical writing as a practice of self-care, and adjusted the direction of instruction through continuous interaction with participants. The participants were asked to write about their mothers, since it was agreed that writing about one’s mother is essential to understanding oneself. By analyzing the writing process, the outcome, and the post-interview, this study first presented the practical meaning of writing, special attention was paid to writing as a process of constructing meaning, the regressive process of writing, and making books. Secondly, we focused on the meaning of the term “mother” and the practice of self-care, which was revealed in the self-care writing session. Finally, we examined the meaning of writing life history as a healing practice. The implications of the role of interactions between participants in the autobiographical writing program for adult learners and the meaningful other (specifically the “mother”), which were revealed during these interactions, are expected to be used to design a life history writing program for adults.
초록보기
This study explores the effect of using exemplar texts for text revision by comparing text quality and writers’ perception based on their levels of essay writing. To this end, a theoretical framework was built based on prior research on exemplar texts and text revision. This study analyzed 42 high school students’ essays and survey results, and found that revision using exemplar texts is effective in terms of improving content, organization, and overall quality of texts. Specifically, students in the low level group improved in terms of their content, organization, expression, and overall quality of texts, whereas students in the high level group improved only in terms of organization and overall quality of texts. Hence, it can be concluded that students in the low level group benefited more from revision using exemplar texts than students in the high level group. The survey on students’ perception of the effect of using exemplar texts for text revision revealed that most students considered it effective, and there was no difference in perception by students’ essay writing level. Potential implications of this on writing education are also discussed.

김춘수 문학에 나타난 라틴 문화 체험 연구 - 스페인 기행을 중심으로 -

김유중 ( Kim¸ You-joong )
11,600
초록보기
In early December 1986, the Korean poet Kim Chun-su visited France, Spain, and Greece in order to inspect Latin culture as part of his role as the chairman of the Korea Council on Broadcasting. Based on this experience, travel specimens were written and bound, which included a collection of his poems, Latin Point Drawings, and Other Things. (1988). In it, his deep yearning for Latin culture is notable. He exhibited a particularly strong interest in Spain throughout his journey, as most of the travel essays in his poetry books are related to Spain; in them, he displays particular interest in Spanish history, art, literature, philosophy, scenery, and nature, which he was able to experience first-hand. Of course, it is hard to deny that the trip was too short to be considered a proper cultural experience, and that his itinerary did not allow him to tour every site. Nevertheless, his visit is believed to have had a serious cultural impact on him, given that it was primarily based on his humanities interest in people from the region. He confirms this fact in the relevant Latin travel poem.
7,300
초록보기
This paper reviews the introductory activities of poetry units in high school textbooks by examining whether they reflect the unique characteristics of poetry reading. The focus is on units tackling themes about embodying genre methods, as well as organic relations with each method. In these units, introductory activities concentrate on delivering poetic concepts or teaching reading methods that are of no help, resulting in difficulties for students to fully appreciate the poetry. To address this issue, this paper focuses on four professional essays on poetry. All essays showed that authors started their appreciation by reading a poem before pondering their own life in light of cues obtained from within the text. The results of the analysis suggest that units should consider poetry reading as an introductory activity, since this drives the meaning of poetry in a more precise way. Thus this paper suggests alternative teaching and learning process: reading poem(s) and making questions as a introductory step, discussing about the poem and questions and making knowledge about the poem as a development step 1, reviewing the poem and the knowledge and making additional questions as a development step 2.

인권 친화적 문화 형성과 현대시 비판적 읽기 교육

이은홍 ( Lee¸ Eun-hong )
11,600
초록보기
The purpose of this study is to explore the role of poetry education in forming a human rights-friendly culture. To this end, critical reading activities were embodied as content to realize the goal of enhancing sensitivity towards human rights; this is understood as the ability to understand human rights issues based on an awareness of human rights standards. This uses the same method as critical reading, which evaluates the acceptability of a text based on certain criteria. However, it is necessary that we find a critical reading method that includes an understanding of the way human rights work. When considering “human rights as rights” and “human rights as moral rights,” the role of the reader in critical reading and the attribute of critical reading itself were examined. In order to understand human rights, the readers were required to read poetry from the perspective of various human rights subjects and carry out activities that justify human rights values through the process of materializing, applying, and reflecting on human rights values in a specific context. Critical reading allows for sympathy with the rights issues reflected in the text and tries to expand on them; a critical reading that the reader actively sets the problem and tries to read the text, although the text does not reflect it. Critical reading aims to supply learners with a delicate and thoughtful attitude towards understanding the world.

국어 사고도구어와 국어 학업성취도와의 상관관계

신명선 ( Shin¸ Myung-sun ) , 이우섭 ( Lee¸ Woo-seob )
6,500
초록보기
This paper looked at relationships between Korean academic achievement and the level of academic vocabulary. In particular, this paper compared the ability to grasp the contextual and the dictionary meaning, which have not been discussed adequately in vocabulary education to date. First, there was a positive correlation between academic vocabulary and the academic achievement of the Korean language. When the upper and lower groups were divided according to vocabulary level, the correlation between academic vocabulary and academic achievement differed by group. The group that showed the strongest correlation was the group under the vocabulary level. Second, we examined the correlation between the ability to understand contextual meanings and the ability to grasp dictionary meanings with academic achievement, which was also different for each group. In the case of the lower group, both had a significant correlation. The upper group showed significant correlation only in the dictionary meaning. Based on these findings, this paper concluded that different vocabulary education support systems should be provided per learners’ academic vocabulary levels.
8,000
초록보기
This case study focuses on a language-culture program and a certification of character education program for middle school students. Through the Ministry of Education’s character education program certification system, youth language-culture status and language-culture program schooling for middle school students attempts to strengthen the connection between language-culture education and character education for teenagers, in order to gather data for institutional expansion. The middle school language and culture program, ‘With Warm Words, We are Happy, the World Becomes Beautiful’, modularized the core values and virtues presented in Article 2 of the Personality Education Promotion Act, covering six themes: “judging consciousness,” “discriminatory language,” “conversations with parents,” “formal conversations outside of school,” “online language,” and “language of empathy and consideration.” After conducting a middle school language-culture program for one class of 1st year middle school students, and validating the program’s effectiveness, the program examines participants using a KEDI character test paper, certified by the Ministry of Education as part of the character education program. This specific middle school language-culture program is meaningful in that it was the first language-culture character education program certified by the Ministry of Education, and it attempted to disseminate and proliferate the middle school character education program from an institutional perspective.
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