http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
‘국어의 특성’ 교육의 관점 정립에 관한 연구 - 언어유형론적 관점을 중심으로 -
남지애 서울대학교 국어교육연구소 2019 국어교육연구 Vol.43 No.-
This study’s purpose is to establish an understanding of the ‘characteristics of Korean language’ education, based on linguistic typology. First, the contents of current textbooks were analyzed to clarify the problem’s consciousness . This demonstrated the ambiguity surrounding both characteristics of Korean language, and the criteria for choosing textbooks’ contents. To ameliorate these problems, we explored ‘characteristics of Korean language’ education in light of linguistic typology . Through these efforts, we present ‘characteristics of Korean language’ which focus on 1) language universals 2) implicative universals; and 3) educational views aiming to interpret the essence of language. Based on the ‘self-similarity’ between the general knowledge of Korean language and the explicit education about it, it was discussed that the ‘characteristics of Korean language’ education should be able to guarantee a total grammar experience by itself. And we specified the potential for grammar-related educational experiences through the ‘characteristics of Korean language’ education. 이 연구는 언어유형론적 관점을 토대로 ‘국어의 특성’ 교육의 관점을 정립하는 데 목적이 있다. 문제의식을 구체화하기 위해 현행 교과서를 분석한 결과 ‘국어의 특성’ 교육의 문제점을 도출한 결과 ‘국어의 특성’ 개념과 교육 내용 선정 기준이 모호하여 무엇을, 왜, 어떻게 가르쳐야 하는지에 대한 합의가 부족함을 알 수 있었다. 이러한 문제를 개선하기 위해 언어유형론적 관점 특히 언어 보편성을 중심으로 ‘국어의 특성’ 교육의 관점을 탐색한 결과 언어 보편성을 중심으로 한 ‘국어의 특성’ 교육, 함축적 보편성을 중심으로 한 ‘국어의 특성’ 교육, 언어의 본질에 대한 해석을 지향하는 ‘국어의 특성’ 교육의 관점을 제시하였다. 국어의 특성에 대한 총체적 앎과 ‘국어의 특성’에 대한 앎의 ‘자기 유사성’을 기반으로 명시적 교육내용으로서 ‘국어의 특성’ 교육은 명제적 지식 교육이 아니라 그 자체가 국어의 특성을 이해하는 총체적 문법경험을 담보할 수 있어야 함을 논하였다. 이러한 관점을 토대로 ‘국어의 특성’ 교육을 통해 학습자가 구성하게 될 문법교육적 경험의 가능태를 구체화하였다. ‘국어의 특성’에 대한 이해는 언어와 국어를 바라보는 본질적인 관점 형성과 관련된다는 점에서 앞으로 많은 후속 연구가 필요하다.
‘문장 만들기 활동’을 통한 생성적 관점의 문법 교육 실천에 대한 연구
남지애 한국문법교육학회 2018 문법 교육 Vol.34 No.-
The purpose of this study is to evaluate the generative approach to grammar education by analyzing cases of “sentence making activities” in actual grammar classes rooted in a critical awareness of sentence education. First, I reviewed previous studies on sentence related education and concluded that “productive knowledge” is the focus of grammar education. Through this theoretical lens, I analyzed cases of the 'sentence making activities' in six grammar classes in S-high school. I tried to understand the practical aspects of classroom activities including designing sentence making activities, the realization of class activities, and learners’ grammatical experiences in the classes. In this study, I discuss three implications of grammatical education from a generative approach. First, it is important to consider the learner’s perspective when designing generative approaches. Second grammar education should start with the generative ability of the native speakers and through this process we can make various elements of the linguistic processes into learning experiences. Third, it is the learner who must organically connect, integrate and expand the necessary grammar knowledge in the generative process.
남지애,최미숙,이정화 대한의생명과학회 2022 Biomedical Science Letters Vol.28 No.3
The purpose of this study was to analyze the effect of chewing difficulty on osteoarthritis in Korean adults. Data from the National Health and Nutrition Examination Survey for two years from 2019 to 2020. The collected data were analyzed using the SPSS (21.0) program using composite samples, and the mean crossover analysis and logistic return analysis were performed. An analysis of the effects of chewing difficulty on osteoarthritis in korean adults showed that those with chewing difficulty had a 2.02 fold higher risk of osteoarthritis (95%CI=1.56~2.42) and a statistically significant difference (P<0.05). The association between the chewing difficulty on osteoarthritis could be confirmed, and measures improve of the oral health and preventing osteoarthritis should be prepared.
남지애,최영인,우신영,박혜진,조고은 한국어교육학회 2013 국어교육 Vol.0 No.140
This study deals with the latest issue "Korean creativity and character education". Korean creativity and character education has been newly focused in the field of Korean Education. Creativity and character education policy that forces all school and members to get a new angle and to change completely has been implementing since 2012. Therefore Korean education is seeking new ways of accepting or integrating of creativity and character education into Korean education. The study consider "teachers' experience" an important factor in performing a desirable "Korean creativity and character education". So to examine their recognitions, teaching experiences, difficulties is the most basic task. With these task, the study have conducted interviews with three Korean teachers, analyzed them, and described the meaning of the experience of Korean creativity and character education. After interview, data is classified into three categories-recognitions, teaching methods or cases, obstruction of practicing Korean creativity and character education-.Korean teachers altogether feel the necessity to practice Korean creativity and character education, but they have an antipathy to unilaterally pushing policies. All of them describe their own teaching techniques or methods to work toward a goal. Paying attention this qualitative classroom cases, some efforts are needed for theorizing a vivid and meaningful experiences. On realistic constraints, teachers note that evaluation is the most difficult problem to achieve aims of creativity and character education. And another barriers are classroom size, lack of time, textbook being standardized so on.