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- 저자 : 徐鵬(Xu Peng) (검색결과 2 건)
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徐鵬 ( Peng Xu ) 고려대학교 한국어문교육연구소 2011 국제학술제 Vol.1 No.-
近六十年來中國在中學閱讀敎學方面進行了多方面的探索。從敎學目標來看, 呈現出"閱讀知識-閱讀能力-閱讀素養"的位移; 從敎學內容來看, 經曆了"閱讀知識本位-閱讀能力本位-閱讀素養本佳"的轉換; 從敎學方法來看, 則展現出"講授-訓練"模式、"示範-訓練"模式、"體驗-對話"模式的演變軌跡。21世紀的中學閱讀敎學硏究將回歸到科學化的道路, 着重解決三個問題: 閱讀敎學目標的操作性、閱讀敎學內容的確定性、閱讀敎學方法的有效性。 For the past 60 years, Chinese educators have been investigating various effective ways to teach reading in secondary schools. In the process of development of reading instruction in China, three main issues were always controversial: what, how, and why do we teach? "What do we teach" refers to reading curriculum, "How do we each" is related to reading instruction, and "Why do we teach" is closely connected with educational objectives of reading. In China, the educational objectives of reading lesson has shift from teaching knowledge to improving reading skills and to foster diverse and successful literacy practices. The characteristics of the objectives changed from accurate to abstract due to the different assumptions. The shifts in Chinese reading curriculum also identify similar trends and issues. In the mid of 20 century, knowledge was the main content in reading classes. Later in 1990s, reading instruction was more focused on improving reading skills by drilling exercises. Recently, the content of reading class has been much more diversified into basic reading knowledge, reading skills and strategies, and construction of positive reading attitudes. Finally, for instructional method of reading, Chinese reading education has been moved from knowledge-based "lesson-memorization", to skill-based "modeling-exercises" and to thinking-based "activity-dialogue".
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문식성 후원자의 작용 양상 연구 - 성인 4명의 문식성 학습 경험에 대한 인터뷰 자료를 바탕으로 -
王曉誠(왕효성),徐鵬(Xu Peng) 한국언어문학교육학회 2015 한어문교육 Vol.34 No.-
A Study on the Affecting Patterns of Literacy Sponsorship - Based on the interview data of 4 adults' literacy learning experiences - Wang XiaoCheng · Xu Peng Based on the concept of literacy sponsorship coined by Deborah Brandt, this study aimed to explore the affecting patterns of literacy sponsorship in people’s lives. According to Brandt, literacy sponsor refers to any agents, local or distant, concrete or abstract, who enable, support, teach, model, as well as recruit, regulate, suppress, or withhold literacy, and gain advantage by it in some way. For the research purpose, 4 Chinese participated in this study. Data sources, including interviews as the main data source, chatting history and blog as the supplementary data source, were collected and analyzed. According to the research findings, the most dominant literacy sponsors in participants' lives are 1)literacy learning activities happened in school, 2)signigicant others such as parents, relatives and other knowledgable adults, 3)traditional media like books, 4)multimedia like televisions, radio, 5)internet, and 6)learners' affective experiences such as curiosity, engagement, self-efficacy and feeling of challenge. The patterns of their sponsoring were shown differently. Finally, research comments were provided for further research and better support for literacy learning.
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