일반논문 : 시 작품의 주제에 대한 고등학교 학생들의 이해와 표현 양상 연구

남민우 ( Min Woo Nam ),구영산 ( Young San Goo ),김현정 ( Hyun Jeong Kim ) 한국문학교육학회 2013 문학교육학 Vol.41 No.-

This study is preceded by the previous study on poetry-learning disposition and the poetry-appreciation ability of students, with focus on learning the theme of poems: the way they perceive what the theme mean; the process of understanding the theme; the way they express the theme; the process of understanding the poems structures. The research is based on a survey, and the results are as follows:First, when students and teachers understand the theme of a poem, not only the title and subject matter of a poem but also the poetic narrater`s attitude to the topic were regarded as important. Second, they did not consider their experiences related with a poem and the characteristics of a poem structure or expression as important as other factors. Third, students and teachers preferred to express the theme of poems in a form of noun phrase. While the teachers thought the noun phrases were easy for the students to understand, the students had tendency to express in a varied ways according to the texts. It is necessary to diversify the ways of expressing the theme. Fourth, understanding and answering pattern for the theme of poems was diverse according to the awareness of the term-the theme of a poem.

김수영 시에 나타난 자유(自由)의 의미 연구

남민우 ( Nam Minwoo ) 서울대학교 국어교육과 2021 先淸語文 Vol.49 No.-

This article aims to clarify the characteristics and meaning of freedom in Kim Soo-young’s poetry through a reconsideration of the concept of freedom, and to present the basic direction of Kim Soo-young’s poetry education centered on freedom. To this end, Kant and Hegel’s philosophical conception of freedom, Isaiah Berlin’s political and sociological conception, and the debate on freedom in Korea in the 1950s-60s prepared a framework for understanding freedom. In addition, I grasped Kim Soo-young’s perspective on freedom, which appeared in Kim Soo-young’s prose written after the 4.19 Revolution of 1960. Based on this, the shape of freedom in Kim Soo-young’s poetry was analyzed. Basically, Kim Soo-young recognized and insisted on freedom as an absolute criterion for choosing the content and form of a poem. Kim Soo-young spoke of freedom and tried to express freedom freely. In the poems before the 4.19 Revolution, the Isaiah Berlin’s viewpoint of negative freedom is revealed, and the will to pursue literature freely in the non-interference of others is expressed. In this period, Kim Soo-young’s poems first show a pattern of establishing the sameness between freedom and sadness in a context setting centered on a figurative existence representing freedom. Second, they dramatize poetic self who is in conflict between the will to seek freedom and abandonment. On the other hand, in the poems after the 4.19 Revolution, the Isaiah Berlin’s viewpoint of positive freedom is revealed, and the will to realize various freedoms, such as political freedom and literary freedom, is expressed in an active relationship with others. In this period, Kim Soo-young’s poems do not reveal internal conflict in the process of pursuing freedom. Second, the will to realize various and concrete freedoms is expressed while taking a structure of refutative confrontation with various and practical others. In this way, Kim Soo-young shows the aspect of establishing freedom as the absolute ideology of poetic activity. When presenting the basic direction of Kim Soo-young’s poetry education centering on freedom, first, it is necessary to recognize that the dilemma of Hegel’s concept of freedom appears in Kim Soo-young’s poetry. There are negative aspects of freedom, such as vulgarity, abusive speech, and a bold exposure of immorality. But to exclude it is not to educate Kim Soo-young’s poetry on the true reality of freedom. Therefore, from the viewpoint of educational purity and choice, an approach that encompasses negative aspects of freedom is needed rather than practicing Kim Soo-young’s poetry education only with good poetry. Second, it is necessary to provide a framework for interpretation of the meaning of negative aspects of freedom such as vulgarity, abusive speech, and bold disclosure of one’s immorality. For example, a framework of interpretation needs to be provided, such as Thomas Aquinas’s view of the meaning of anger. Third, it is necessary to critically recognize and educate the active freedom that appeared in Kim Soo-young’s poetry. The positive freedom that appeared in Kim Soo-young’s poems after the 4.19 Revolution showed a similar tendency to the metaphysical idea of the low/high self criticized by Isaiah Berlin. Therefore, educating the poetic self of Kim Soo-young’s poetry as a ‘high and great’ self may be a way to overlook the inherent dangers of freedom.

국가수준 국어과 학업성취도 평가의 시행 체제 개선 방안

남민우 ( Min Woo Nam ),남가영 ( Ga Yeong Nam ) 한국어교육학회 2011 국어교육 Vol.0 No.134

The purpose of the present study was to search for ways to improve implementing the National Assessment of Educational Achievement (NAEA). For this purpose, this study examined the process and contents related to the development, scoring, and result reporting of the NAEA, mainly in 2010, then presented main difficulties on implementing the NAEA and possible solutions as follows. Firstly, the NAEA has got to implemented on a large scale, so the number of the interested parties are increased. As a result, it is hard to reach an agreement among them. Therefore, a stable consultative group such as National Assessment Governing Board in U.S. should be formed and a legal ground for implementing the NAEA also should be established. Secondly, the NAEA has tried for compare achievement levels of students to those for the previous year. For it, the assessment framework for NAEA should be systematically established, and test equating programme also should be developed and elaborated more. Moreover, the manual for developing the NAEA test item should be prepared and the system for training competent test developers should be built. Lastly, the NAEA has included the construct items, so scoring and reporting them takes much time and money. Also, it becomes more important to establish the scoring system for securing its reliability, validity. Therefore, KICE has developed the online scoring system and elaborated consistently. More importantly, it is necessary for keeping persuading people about educational significance of the construct item, by extension, essay test itself.

예비부모교육 관련 중등 교육과정 분석 및 교사·학생 인식 조사 연구

남민우 ( Nam Min Woo ),이운지 ( Lee Woon Jee ) 충남대학교 교육연구소 2017 교육연구논총 Vol.38 No.4

본 연구는 예비부모교육을 다루고 있는 관련 교과 및 내용 분석과 교사와 학생 대상 현행 예비부모교육에 대한 인식 조사 결과를 바탕으로 우리나라 청소년을 위한 예비부모교육의 개선방안을 제안하였다. 이를 위해 현행 중학교 18개 교과(활동 포함), 고등학교 14개 교과의 내용분석을 수행하였고, D지방광역시 소재 18개 학교 189명의 교사와 1,766명의 학생 설문응답 결과를 바탕으로 현행 예비부모교육 관련 효과성, 중요도, 요구도를 분석하였다. 본 연구의 결과는 첫째, 중등 교육과정에서의 예비부모교육은 중학교 6개 교과, 고등학교 2개 교과목에서 다루고 있다. 중학교에서는 자아와 성에 대한 탐색을 시작으로 가족과 가정의 중요성을 주로 배우고, 고등학교에서는 실제적인 자녀의 양육기술을 습득하는 내용으로 연계됨을 확인하였다. 둘째, 고등학교 교사와 학생들은 현행 예비부모교육의 효과성에 대해 보통 수준으로 인식하고 있어 예비부모교육에 대해 보완, 개선이 필요함을 시사하였다. 셋째, 예비부모교육의 내용요소는 교사들은 인간ㆍ생명의 존엄성, 가족ㆍ가정의 중요성, 부모 인성과 역량을, 학생들은 인간ㆍ생명의 존엄성, 성(性) 차이와 올바른 성(性) 문화, 자녀 의사소통기술을 중요하게 생각하는 것으로 나타났다. 마지막으로 예비부모교육 방법은 학교 내 정규 교과의 수업보다 창의적 재량활동 및 특강 형태의 비교과 수업으로 진행하는 것을 선호하였다. 또한 예비부모교육은 기존의 일반 강의식 수업보다는 실습ㆍ체험활동, 토의ㆍ토론, 발표 등의 교육방법을 요구하는 것으로 분석되었다. The purpose of this study was to analyze secondary school parenting education curriculums and to investigate secondary school teachers’ and students’ perceptions of needs, importance and effectiveness regarding parenting education. In this study, 18 subjects educated by teachers following the middle school curriculum and 14 subjects educated by teachers following the high school curriculum were analyzed based on the 17 main contexts of parenting education derived from the literature and case reviews. In addition, 189 teachers and 1,767 students from 18 high schools located in one of South Korea's metropolitan cities responded to the survey. The findings in this study revealed that Korean youths have sufficient opportunities to learn about being parents under the school curriculum, and both teachers and students were completely aware of the importance of parenting education. However, current parenting classes were not entirely helpful in understanding being a mother or a father in the near future. Moreover, teachers and students responded that practical and experiential activities are required in order to implement meaningful instruction for learning parenting skills. These study findings provide insights on the way to promote and facilitate parenting education for youth.

유아교사의 수업역량에 영향을 미치는 생태학적 변인연구

남민우(Nam, Min-woo),오재연(Oh JaeYeon),김경란(Kim KyungRan) 한국어린이미디어학회 2021 어린이미디어연구 Vol.20 No.3

본 연구의 목적은 유아교사의 수업역량에 영향을 미치는 변인들을 생태학적 관점에서 탐색해 봄으로써, 유아교사의 수업역량을 제고하기 위한 기초자료를 제공하는데 있다. 이러한 연구목적을 달성하기 위해 광주, 전남지역에 소재한 유치원 및 어린이집 교사 351명을 대상으로 설문조사를 실시하였다. 유아교사의 수업역량에 영향을 미치는 변인의 설명력은 행복감, 직무만족도, 동료와의 관계, 교사-부모상호작용, 학력, 교사-유아 상호작용 순으로 많은 영향을 미치는 것으로 나타났다. 수업역량의 정의적 역량에 영향을 미치는 변인의 설명력은 행복감, 직무만족도, 동료와의 관계, 교사-부모상호작용, 학력 순, 인지적 역량에 영향을 미치는 변인의 상대적 설명력은 행복감, 직무만족도, 교사-유아 상호작용, 학력, 동료와의 관계 순으로 많은 영향을 미치는 것으로 나타났다. 이러한 연구결과는 유아교사의 행복감을 포함하여 다양한 체계변인들이 수업역량에 영향을 주기 때문에 유아교사의 수업역량 증진을 위해 유아교사의 배경변인 및 유아교사의 생태체계 변인을 고려할 필요가 있다. The purpose of this study is to provide basic materials to enhance early childhood teachers’ instruction competency by attempting to explore the variables that affect early childhood teachers’ instruction competency from an ecological perspective. To achieve this purpose, a survey was conducted on 351 teachers working at kindergartens and childcare centers located in Gwangju and Jeonnam. The explanatory power of variables affecting the instruction competency of early childhood teachers was found to have a great effect in the order of happiness, job satisfaction, relationship with peers, teacher‐parent interaction, education, and teacher‐child interaction. The explanatory power of the variables that affect the affective competence of instruction competency has a great influence in the order of happiness, job satisfaction, relationship with colleagues, teacher‐parent interaction, and academic background, and the relative explanatory power of variables that affect their cognitive competence was found to have a great effect in the order of happiness, job satisfaction, teacher-child interaction, education, and relationship with colleagues. These research results, because various system variables, including the feelings of happiness of early childhood teachers, affect their instruction competency, suggest that it is necessary to consider early childhood teachers’ background variables and the variables of early childhood teachers’ ecological systems to improve the instruction competency of the early childhood teachers.

일반 논문 : 은유 교육의 목표와 내용 연구

남민우 ( Min Woo Nam ) 한국문학교육학회 2011 문학교육학 Vol.36 No.-

The aim of this study is to suggest the revitalization of literary education for metaphor. Metaphor is a core of poem and a cognitive mechanism. So, this study tries to re-conceptualize the metaphor and reconstruct the content framework of metaphor education. The objective for metaphor education is to understand the nature of metaphor as axiological project for enhancing the value of something. Based on that, this study constructs frame with four contents for teaching metaphor. First is the classification system to identify and classify the metaphoric expressions in poems. Second is to make an awareness the importance of metaphoric interpretation for understanding the characteristics of literary discourse such as poem, fiction etc. Third is to critical understanding for the function of metaphor that to express or imply the ideological ideas. Fourth is to find and compare the historical change of metaphorical expressions in korean modern poetic movements. To say in conclusion, research and study of literary education needs to pay more attentions to metaphor and tries to improve the content and way for metaphor education.

미군정기 국어교육계의 구조와 의미 연구

남민우 ( Min Woo Nam ) 국어교육학회 2005 國語敎育學硏究 Vol.24 No.-

2009 개정 국어과 교육과정 "내용 성취기준"의 적합성 조사 연구

남민우 ( Min Woo Nam ),최숙기 ( Sook Gi Choi ) 한국어교육학회 2012 국어교육 Vol.0 No.137

예비유아교사를 위한 행복,나눔척도 개발 연구

남민우 ( Min Woo Nam ),오재연 ( Jae Yeon Oh ) 아시아문화학술원 2016 인문사회 21 Vol.7 No.2

본 연구는 유아교육현장에서 예비 유아교사의 교직 적성ㆍ인성교육의 질을 관리하고 행복ㆍ나눔역량을 지닌 유아교사를 양성하기 위한 척도를 개발하는데 목적이 있다. 이를 위하여 인성교육진흥법, 교직적성ㆍ인성검사도구, 대학생 핵심역량(K-CESA)척도와 관련된 선행연구 분석 및 현장전문가의 심층면담 및 협의 결과를 토대로 예비유아교사의 교직 적성ㆍ인성교육의 기초가 되는 행복ㆍ나눔 관련요소를 추출하고, 예비유아교사의 행복과 나눔 특성을 나타내는 53문항으로 1차 예비척도로 구성하였다. 또한, 교육학 전문가의 협의 및 내용타당도를 검증받아 제 2차 예비척도 34문항을 구성하였다. 최종 구성된 문항을 예비유아교사 318명에게 설문하여 요인분석을 한 결과, 행복, 존중과 배려, 협동, 소통의 4가지 요인으로 분석되었다. 이를 예비유아교사를 위한 행복.나눔척도로 개발하기위해 인성교육진흥법의 정의(국가법령정보센터, 2015)를 기초로 요인 1을 ‘행복척도’로 요인 2, 3, 4를 ‘나눔척도’로 명명하였다. 결론적으로 본 연구에서 개발된 행복ㆍ나눔척도는 예비유아교사의 행복ㆍ나눔의 효과검증을 통해 예비유아교사의 인성역량을 제고하기 위한 실증적 자료로 사용되어질 수 있으며, 유아교육현장에서의 예비유아교사를 위한 인성교육개념을 재정립하기 위한 기초자료로 활용될 가능성을 시사하고 있다. The purpose of this study was to develop a scale for managing preservice early childhood teachers’ teaching aptitude and quality of character education in the field of early childhood education and raising early childhood teachers with happiness.sharing competency. For this purpose, this study reviewed the Character Education Promotion Act, teaching aptitude.personality inventories, and previous studies on the Korea Collegiate Essential Skills Assessment(K-CESA), and conducted in.depth interviews and consultations with field experts. Through these works were derived factors related to happiness.sharing, which lay the base of teaching aptitude.character education for pre.service early childhood teachers, and a preliminary scale was drafted with 53 items representing pre.service early childhood teachers’ characteristics of happiness and sharing. The content validity of the preliminary scale was tested through consultation with pedagogics specialists, and based on the results the scale was revised to include 34 items. Using these items, 318 pre.service early childhood teachers were surveyed, and the collected data were examined through factor analysis. From the results were identified four factors, which were happiness, respect and consideration, cooperation, and communication. In order to develop a happiness.sharing scale for pre.service early childhood teachers, Factor 1 was named ‘Happiness Scale’ and Factors 2, 3 and 4 ‘Sharing Scale’ based on definitions in the Character Education Promotion Act. Through an effect test, the happiness.sharing scale developed in this study was found to be usable to collect empirical data for enhancing pre.service early childhood teachers’ character competency, and these findings suggest that the scale may be used as basic information for redefining the concept of character education for pre.service early childhood teachers in the field of early childhood education.

전후 박인환 시의 영웅주의에 대한 성찰과 지양 양상 연구

남민우 ( Min Woo Nam ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.150

The postwar poems of Park, Inn-hwan(1926-1956) represent the problem of war in the reflection of Heroism. To the Psychoanalysis theory of Freud, Heroism is the negative disposition that the war incur in the inside of human. Therefore, Heroism and the war need to be critically reflected. Park, Inn-hwan had recognized the problem of Heroism after he had suffered the 6.25 war and reflected the nature of the Desire. He had also realized that he had the disposition of Heroism in the period between 1945 and 1950. After 6.25 war, Park, Inn-hwan had tried to overcome the mental problem from Heroism and the Desire in the reflection of Heroism. Most of his poems after 6.25 war had the characteristic of the reflection of Heroism. Especially the dialectic of the book as symbol and the landscape as symbol is the important style of his poems. And his postwar poems also have the frame of reflection of the ideology. Therefore his postwar poems deserve to be remembered the classic of postwar poems.