도남(陶南)의 국문학과 풍토'고

신헌재 청람어문학회 1988 청람어문교육 Vol.1 No.1

문학교육의 敎授 學習 戰略

愼憲縡 한국교원대학교 한국어문교육연구소 1998 한국어문교육 Vol.7 No.-

李光洙小說의 女主人公攷

愼憲縡 成均館大學校 大學院 1985 首善論集 Vol.10 No.-

초등학교 읽기 영역의 생태학적 평가 방안 개발 : 저학년 읽기 영역 평가를 중심으로

신헌재 학습자중심교과교육학회 2004 학습자중심교과교육연구 Vol.4 No.2

제7차 국어과 교육과정은 학습자의 수준을 고려하여 수준별 교육과정으로 구성되었다. 교육과정의 변화에 따라 교육 내용과 교수-학습 방법이 달라지고 그에 따른 평가도 달라진다. 평가는 교수․학습의 목표와 내용, 교수․학습의 과정과 방법에 대한 정보 및 학업 성취도에 대한 정보를 제공한다는 점에서 교사와 학습자 모두에게 중요한 의미를 지닌다. 교사에게는 교수․학습 과정 중에 사용한 방법과 절차에 대한 정보를, 학습자에게는 자신의 학업 성취도에 대한 정보를 제공해 주기 때문이다. he purpose of this paper is to examine ecological perspective to assessment of korean language art. we intend to clarify the idea of assessment in ecological paradigm and then to suggest its contents and method. Ecological perspective is beyond preserve of nature. the main idea of ecology is \ ecology of environment\ , \ ecology of society\ , \ ecology of mind\ . This paper is to limit assessment as reading of 3st grades in an elementary school. reading learned through social interaction that is higher psychological processes.

이야기치료 방법을 활용한 문학반응 활성화 방안 연구

신헌재,구경옥 한국초등국어교육학회 2009 한국초등국어교육 Vol.39 No.-

This study is started from recognition of problem & necessity about literature education in the real class. The purpose of this study is to offer concrete methodology for 'teaching & learning programs focused on the revitalization of literature-response using the narrative therapy method'. This teaching & learning program is started with the presupposition that the narrative therapy method will play an effective role in revitalizing of literature response of speaking expression. This program is focused on speaking expression among various literature-responses in the forms of writing, painting, playing, using music after reading literature materials of textbook. To perform this program, 1 class of 34 students in elementary school in Kwang-ju was selected to be a rearch group. 10 stories were selected as literature materials and then this program was applied through 15 periods in order to test the effects. I suggest how to rearch and how to analyze effects of this program. Test papers for measuring ability of speaking expression and degree of literature-interests and paper for measuring frequency of response were devised. Narrative therapy method is used according to these patterns, understanding of self-problem (selecting characters)→objectification of self-problem (introduction each character about personality or environment)→discovery of unique results (confession of the character's feeling)→ making self-story extracted from own history(ask & answer mutually, sharing advice mutually)→confirming self-story (acception of various responses). Also teaching & learning program with narrative therapy method, the pattern paper for interview, paper materials for easy question and answer were devised in order to apply this program to real class. This research could verify the effectiveness of this program objectively by comparing before-program and after-program with SPSS program. This teaching & learning program for revitalization of literature-response with narrative therapy method was very effective to revitalize literature-response and improve degree of literature-interests. This program is an especially effective method for understanding character's minds deeply. Applying this model in a real classroom proved that this model helps students express their responses freely to literature materials and relate literature works to their own lives and appreciate literature from their own perspective. Also it extends the scope of students' appreciation for literature works. 본 연구는 교실 현장에서의 문학교육에 대한 문제점과 필요성의 인식으로 출발하였다. 이에 이야기치료 방법을 활용한 문학 반응 활성화 교수·학습 방안을 구안하고 이의 이론적 토대와 방법론을 제공함으로써 현장교사들에게 문학교육의 문제를 해결하는 한 가지의 방법을 제공함과 동시에 학생들에게 문학을 향유할 수 있도록 문학반응을 활성화하는데 기여하는 것을 목적으로 한다. 다양한 문학치료 방법 중 이야기치료의 원리가 학생들의 말하기 문학반응의 활성화에 매우 효과적인 역할을 할 것이라는 전제하에 출발하여 쓰기, 미술, 연극, 음악 등으로 표현될 수 있는 다양한 문학 반응 중 말하기 문학반응을 활성화 하는 교수·학습 방안을 중심으로 연구하였다. 이는 기존의 ‘등장인물 되어 보기’와 구체적 이야기치료 단계를 적용한다는 점과 협동학습의 방법 중 사회자의 인터뷰를 통한 일정한 형식으로 진행된다는 점에서 큰 차이를 보인다. 광주시 소재 초등학교 6학년 한 학급 34명을 연구집단으로 설정하고, 이야기치료 단계에 맞추어 자신의 문제이해(등장인물 선택하기)-자신의 문제 객관화(상황이나 환경 등 자기 소개하기)-대안적 이야기 개발(서로에게 질문하기, 상대방에게 해 주고 싶은 말하기)-대안적 이야기 굳히기(활동 후 다양한 반응의 수용)으로 모형을 구안하고 사회자 인터뷰지, 학생용 질문지 등을 구안하여, 문학 학습 현장에서 실제 적용하였다. 본 모형을 적용해 본 결과, 문학 반응 표현 능력, 문학 흥미도 향상에 매우 효과적인 모형으로 검증되었다. 특히 등장인물의 마음을 이해하여 작품을 심층적으로 이해 하는데 매우 효과적인 방법이며, 학습자들이 주도적으로 학습함으로써 문학 작품에 대한 학생들의 반응을 자유롭게 표현하고, 작품과 자신의 삶을 연관 짓고, 작품 감상의 폭을 넓힐 수 있게 한다는 점을 확인할 수 있었다.

李光洙 小說의 男主人公 硏究

愼憲縡 한양대학교 한국학연구소 1986 韓國學論集 Vol.9 No.-

This submission has been prepared after study of Lee, Kwang-Su's novels, is Which I tried to investigate some interior self-conflicts of the maleprotagonists, and to classify into several human types. In the 1910's, the male protagonists in the novel were filled with some self-conflicts in their conscience caused from two factors, the need of self-achievemtns and devotion for their father-land. The representative Characteristics in his novel is Lee, Hyoung-Sik, in<Moo-Jeong> (the Heartlessness) which is later classified to the patriot-type and the artist-type. In the 1920's, the heroes in the Lee, Kwang-Su's novel also possessed this sort of conscious self-coflicts caused from affection (情) and frate-rnities (義), which can be classified into four types, 가, 나, 다 and mixture of two other factors. 가) type used to over indulge in their own selfish-love and he was in different to the dark situaion of his father land occupied by the Japa-nese colonial invision, however, this male-protagonist came to regret his faults after some bitter experience by his lover's betrayal. The author, Lee, Kwang-Su, attempted to demonste the typical mail intelil-gences who used to fall into the mammonism and sexual epicurism prevailed afthe the 3.1 Indipendence Movement. 나) style was a married, middle-aged man who was at a leading level of the Korean society and was fall in love with a young lady. He tried to give up his passin to her, but after all he chose suicide to give up his ideal lover forever. 다) type is a revolutionist or patriot who sacrificed himself for the fatherland through which the author described his theory of preparative to the independence. The mixture type is a autobiographic hero, who combined two types Especially the author appealed his best ideal type through the hero An, Bin in <Sarang> <love>. Finally, we can find the heroes in Lee, Kwang-Su's novels have been working to moral-utopia, wandering ceselessly between affection (情) and fraternities(義).

初等國語科 말하기 指導目標 및 內容의 具體化樣相分析

愼憲縡 漢陽大學校 師範大學 1987 論文集 Vol.- No.5

The purpose of this study is to analyze how the speaking guide line and content of the Korean language are reflected on the textbooks and teacher's gukdebooks in the elementary school curriculum. And it will also treat the solutions of the problem which was seen during the analysis. The following is the results of the analysis. Korean textbooks reflect less than 50% of speaking guideline of textbooks is reflected on teacher's guidebooks. In addition, the concreation of the speaking guideline in studying activity is lacking the systematic relations between grades, is temporary and not refined. Now I present seven solutions of the problem. ① The textbooks should be more original in spesking sections and submit more various studyactivities. ② The topics of this practice should be carefully selected to draw each student's characteristic traits. ③ Those various types of practices should be classified to draw each particularistic objective of speaking-ability and this way of teaching should be stressed to the teachers. ④ The guidebooks should give priority to the speaking and present the synthetic, detailed study-activity, taking into account other impotant areas of the language education at the same time. ⑤ More-eficient study-activity should be made using odio-system for the phonetic guide, such as accent, tone, tempo, and volume. ⑥ The teaching model, borrowing the Modeling Theory of Bandura, should be developed for the instruction of manners in speaking. ⑦ With the help of simulation, more specific way of teaching should be developed for the training of recognize the partner, saying properly.

이광수 소설의 애정삼각관계

신헌재 한국국어교육연구회 1985 국어교육 Vol.- No.53

초등학교 문학 수업에서 나타나는 초임교사의 실천적 지식 변화 양상

신헌재,반윤희 한국초등국어교육학회 2008 한국초등국어교육 Vol.38 No.-

이 연구는 초등학교 교직 생활에 처음 발을 내딛는 초임교사의 문학 교육에 대한 실천적 지식 형성 과정과 변화 양상에 대해 연구해 보는 것을 목적으로 하고 있다. 직전교육에서 습득한 문학교육에 대한 이론을 바탕으로 어떻게 자신만의 지도 방법을 구성해 나가며 그 과정에서 겪게 되는 어려움을 어떻게 해결해 나가는지 한 초임 교사의 수업을 관찰하고 분석하면서 그 변화 양상을 살펴보았다. 이러한 변화 과정을 살펴봄으로서 초임교사 뿐 아니라 경력 교사들에게 실질적으로 도움을 줄 수 있는 문학수업 방법에는 어떤 것이 있는지 정보를 제공하는데 이 연구의 의의가 있다고 하겠다. 거제시 소재 초등학교 4학년 담임을 맡고 있는 신규발령 초임교사인 K교사를 대상으로 하여 4학년 한 학기 동안 지도한 국어교과 중 문학 단원을 중심으로 하여 총 17차시의 수업을 분석하였다. 매 수업이후 교사가 작성한 반성 일지 및 심층 면담을 바탕으로 하여 초임교사가 문학수업을 임하는 데 있어 생기는 딜레마와 문학 수업에 대해 변해가는 이미지, 원리, 전략을 질적 연구를 통하여 그 양상을 기술해 보았다. 그 결과 문학에 대한 교사의 이미지 변화, 차시 목표 도달 중심으로 이끌어가는 분석과 이해 위주의 수업, 아동의 표현력 신장을 위한 수업 구성의 측면에서 변화 양상을 확인할 수 있었다. The objective of this thesis is to study the formation process and changing aspects of practical knowledge of a teacher newly appointed as an elementary school teacher. Lessons of the newly appointed teacher were observed and analyzed to find out how the teacher builds up his own way of teaching based on the theory of literature education he acquired in the education he took just before and how he overcomes the difficulties he comes to experience in the process, and the aspect of change was reviewed. The significance of the study is thought to be in providing information about what methods of literature lessons there are which can be a practical help not only to newly appointed teachers but also to teachers with careers by reviewing such process of change. Total 17 lessons were analyzed with the literature units of the Korean language that K, a teacher newly appointed as a elementary teacher in Geoje city, teaches for one semester as a central figure. The aspects of the dilemma that a newly appointed teacher experienced and changing image, principle and strategy of the literature lessons were described through the lesson dialog that K keeps after every classes and deep interview with qualitative study. As a result, the changing aspects were found out under the side of image change of a teacher, analysis for accomplishment of the next target, the lesson focused on understanding and construction of lesson for better understanding of juvenile.

머리말

신헌재 한국문학교육학회 2004 문학교육학 Vol.14 No.-