우리나라 고철공업의 품질관리에 관한 연구

朴寧木 慶北大學校 經營大學院 1996 最高經營者課程 論文集 Vol.- No.24

디지틀미디어 디자인 교육의 방향과 과제

박영목 국민대학교 2001 造形論叢 Vol.20 No.-

동양적 사고기반으로서의 미디어디자인의 전개가능성의 연구

박영목 국민대학교 2002 造形論叢 Vol.21 No.-

글짓기 敎育

朴泳穆 국어연구소 1988 국어생활 Vol.- No.12

쓰기 영역 교육과정 설계의 원리와 절차

박영목 弘益大學校 敎育硏究所 1997 敎育硏究論叢 Vol.- No.14

The purpose of this study is to investigate the principle and procedure of systematic design of Korean writing program. Language is the most powerful tool we have for representing the world to ourselves to the world. Language is not only a mans of communication, it is basic instrument of thought, a defining feature of culture, and important mark of individual identity. Encouraging and enabling students to learn to use written language effectively is one of our society's most important tasks. The writing curriculum mainly contain purpose dimension, content dimension, and development dimension. The purpose dimension adresses the question of why students learn written communication skills. It considers the range of motives, reasons, and desired outcomes, or the ends to which direct our teaching writing. Students should use written language for a variety of purposes, such as to learn, to express ideas, to convey information, to pursuade others, to note things we observe, or to engage with others socially. The act of writing may involve several of these different purposes. The content dimension adresses what students should know and be able to do with writing curriculum. This includes knowledge of written texts and of the processes involved in creating such texts. The development dimension focuses on how learners develop competencies in the writing.

作文活動 過程에서의 社會認知的 意味 協商

朴泳穆 弘益大學校 敎育硏究所 2001 敎育硏究論叢 Vol.- No.18

Writing is a kind of social cognitive act. Writers construct meaning within the broader context of a social and cultural context of language and discourse conventions. And also writers construct meaning within the immediate context of general purposes, specific goals, and activated knowledge linked to the task at hand. Writers build socially shaped, individually formed meanings. In some circumstances, the processes of constructing meaning grow into an active negotiation among some of the multiple forces and conflicts that shape meaning, and writers are forced to turn conscious attention to dealing with the options, constraints, and conflicts that would shape meaning. At these points of conflict and decision, meaning can be actively negotiated. The process of constructing negotiated meaning comes into play for a writer when the process of meaning making is subject to converging constraints and conflict, and when a writer turns his/her attention at some level of awareness to negotiating the problematic cognitive and social situation. In the processes of constructing meaning, negotiation begins with acts of interpretation. After interpretation with the expectations of others, the meaning of key words in an assignment, and the recognition of his/her role as a writer, writers negotiate with some of the constraints on how they select, organize, and connect ideas. After negotiation, writers reflect not only on meaning they create, but also on their own goals, assumptions, strategies, and attitudes of making meaning. The negotiation strategies can be used as effective means for collaborative writing. The collaborative writing fits for the twenty-first century classroom because it alters the traditional teaching environment and places the student in the center. With a goal of the whole being greater than the sum of its parts, cooperation and negotiation replace working alone and competition between individuals. Throughout the collaborative writing, students would learn how to determine questions and find answers, how to share their understanding, and how to negotiate with complex problems and constraints. In the processes of collaborative writing, students need to use effective negotiation strategies to resolve conflicts and to reach their goals.

토목섬유(VII)

박영목 한국지반공학회 2000 지반 : 한국지반공학회지 Vol.16 No.3

논증 개념의 체계화 연구

박영목,김세곤 弘益大學校 敎育硏究所 2005 敎育硏究論叢 Vol.22 No.-

Generally an argumentation means a logical reasoning to advance one's idea or opinion as true or correct. An argumentation is defined as a judgement on the level of language, a response to the reasoning, a justification, a concept applied to the discussion, debate and statement, and, last but not least, a lingual · social · reasoning · contextual communicative behavior. When we approach to this argumentation in the light of the win-win point of view, an assertion is to be respected, grounds are to be critically examined, and persuasion is to be shared. In this thesis the concepts of argumentation, which aims at the win-win results, are synthetically systematized in three levels, i.e., phenomena, elements, and application. As a result, it is ascertained that the phenomena of argumentation encompass the argumentative activities of students which include argumentative speeches as dispute, meeting, debate and discussion and argumentative writings as assertive articles, essays and statements and, furthermore, everyday communication proper. As the elements of argumentation, it is presumed to be educationally effective when we distinguish and teach visually as follows: a triple argumentation composed of proposed claims, data, grounds for the level of elementary school, and a quadruple argumentation composed of claims, grounds, warrants, qualifiers for the level of middle and high school, and lastly, a hexagonal argumentation composed of claims, grounds, warrants, backings, rebuttals, and qualifiers for the level of college and adults, as Toulmin suggested. The application of argumentation is an ability to link the understanding of Korean with the expression of Korean, which must be the core ability of Korean usage with the characters of non-formal logics, social dimension, field of everyday language, integrity of the claims, non-formal solution.

의사소통의 맥락과 전략

朴泳穆 弘益大學校 敎育硏究所 2000 敎育硏究論叢 Vol.- No.17

Speech communication skill is the essence of Korean language arts. Speaking and listening are those most often used on a daily basis at home, school and work or in the community. Skill in speaking is universally recognized as a primary indicator of a person's knowledge, skill and credibility. Good listening and speaking skills are essential to sending, receiving and understanding messages. The purpose of this study is to investigate the characteristics of the process, context, and strategy of speech communication. Speech communication is dynamic and complex process. It occurs in a system. Speech communication consists of four dimensions: the communicators, the message, interaction, and the situational context. The communicator's attitudes, motives, values, personality, beliefs, intelligence, and demographic characteristics factors have much to do with communicative behavior. Messages are the means by which people interact in communication. Message was analyzed from two broad perspectives: verbal and nonverbal features. Interaction was analyzed from three important aspects: problem solving, cohesiveness, and conflict. Situational context was analyzed from four aspects: physical setting, purpose, social climate, and group structure. The contexts of speech communication were investigated from three perspectives: interpersonal context, small group context, public speaking context. The characteristics of strategic communicators were investigated from three perspective: sense making, content and style, self and relationship formation. Sense making and content-style concentrate on the communicative processes. Self and relationship formation focus the on consequences of communication.

특집 2 : 독서 지도 전문가 양성 ; 국어 표현 과정과 표현 전략

박영목 한국독서학회 1999 독서연구 Vol.4 No.-