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- 검색키워드
- 저자 : 염은열 ( Yeom Eun-yeol ) (검색결과 14 건)
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염은열 ( Yeom Eun-yeol ) 한국고전문학교육학회 2008 고전문학과 교육 Vol.16 No.-
This study is on the reading method of Korean old poetry in the digital age. Now days, we are living in digital media. The method of getting, organizing, and producing information is changed a lot. So for keeping pace with this change, we should reflect our teaching method. Of course, the purpose of our reflection is not to follow digital media's method and change or alter existing reading or teaching method, but it is to identify proper own reading strategy of old poetry and adjust existing method for our student who are skilled with digital media. We propose three kinds of method for student readers in school. These are 1) starting like a newspaper reader, 2) getting context (reading, making hyperlink), and 3) figuring as an architect (reading as space or scenery creator). In addition, we think about recent tendency that Korean old poetry is de-constructed and re-constructed as digital contents in digital space. We call it digitalizing of old poetry. The experiencing old poetry as a digital contents is different from reading old poetry, so we cannot alter old poetry reading experience into experience of digital contents. In conclusion, digitalizing contents should be used restrictively to fertilize reading experience of original old poetry.
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염은열 ( Yeom Eun-yeol ) 한국문학치료학회 2007 문학치료연구 Vol.7 No.-
C.N.U.E(Cheongju National University of Education) started a new project with its lab school in 2005, and this project is still in place at this time. From 2006, I has participated in this project, which had been for improving instruction in cooperation between university(2 professors) and lab school(3 or 4 teachers). This paper is a kind of report about this projet participation experience. In department of Korean Education, 2 professors and 4 teachers joined in this project. 6 participants designed literature instruction together, and a teacher in lab school had a instruction in front of the others. It was the first our action. And then we talked and discussed about the instruction freely, and reflected the process of the project together. We did the second action after reflecting all process of the project. Of course we did reflect the second action in the same way. Going through this process, we monitored our previous understanding of lots of things related to literature instruction. And we rewrote our story about books for children, teaching method used by elementary school teacher, relation with theory and practice in teacher`s mind, and literature instruction, by dialogue with one another. We found this process itself was very educative and it could be a method for teachers to improve their instruction. So we hope this report will contribute to develop a model of consulting literature instruction in service for teachers.
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염은열 ( Eun Yeol Yeom ) 한국문학교육학회 2009 문학교육학 Vol.28 No.-
Knowledge must be not only taught in literature class, but also be derived as a result of learning literature. For this reason, literary knowledge is the beginning and closing of teaching literature. So, it is important matter for us to show what knowledge is needed in literature education and to describe the relationship with literary knowledge and literary ability or competence. This study explored the concept, peculiarity and position of literary knowledge in the Korean national curriculum(2007) and recognized the present of literary knowledge research and practice. We have found some problem. First problem is the goal or aim of teaching literature is vague or uncertain, so there are not criteria to select, display, and assess literary knowledge. Second problem is the confusion of contents and method. As this confusing, procedural knowledge (know how) has been regarded as the more important contents than declarative knowledge (know that) in literature education. We have shown that it is not right anymore. All kind of knowledge which is taught, is accepted as a mode of propositional knowledge to students. It is more important to alter literary knowledge to literary ability or competence. Finally, this study confirmed the proposition that the goal is decided, literary ability or competence is specialized as the goal, literary knowledge is selected, and the method to alter literary knowledge to literary ability or competence is designed in Korean literature education.
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시조 교육의 위계화를 위한 방향 탐색 -시조 형식을 중심으로-
염은열 ( Yeom Eun-yeol ) 한국고전문학교육학회 2004 고전문학과 교육 Vol.8 No.-
Students must be taught the knowledge whatever it is, step by step, in our classroom. This is the first principle we don't have to forget. Therefore in the 7th curriculum for Korean education, it is regarded as important principle. So Korean education researchers and Korean teachers try to present different contents to their students as students' level is changed. By the way, this principle seems to be violated to teach Sijo's form. That is, the same contents has been presented for teaching Sijo's form in the elementary school, middle school, and high school. The same contents is the 'basic form' named by Choyoonjea. We try to show the 'basic form' is useful knowledge when Sijo's form is taught at the first time, though Cho's theory ('Emsuyul') is so old. Even though some korean researcher has argued it must be replaced by 'Eumboyul' or 'rhythm of meaning'. We think this kind of replacement does not satisfy the first principle. So, we also try to show the first knowledge must be expanded to deepening contents which allow for meaning.
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염은열 ( Eun Yeol Yeom ) 국어교육학회 2009 國語敎育學硏究 Vol.34 No.-
언어의 특성과 문학적 경험의 특성상 문학교육 평가는 쉽지 않은 문제이다. 반응의 개인성과 다양성, 예측하기 어려움, 그리고 그러한 반응을 통한 잠재적 혹은 암묵적 변화까지를 읽어낼 수 있어야 하기 때문이다. 그간의 문학교육 평가 관련연구와 실천은 어쩌면 획일화되고 표준화된 문학평가 방법을 개선함으로써 문학경험의 이러한 특성을 반영한 평가 방법을 개발하려는 노력이었다고도 볼 수 있다. 그러나 그 성과는 아직 미흡해 보인다. 아직까지도 문학이라는 언어구조물과 그 언어구조물에 대한 경험을 더욱 풍요롭게 하고 개인의 성장 동인이 되는, 다양한 평가 도구가 문학교육의 장에서 활용되고 있는 것 같지는 않다. 이 연구에서 지적한 것처럼, 수행 과정에 대한 평가를 강조하고 문학 능력의 평가여야 함을 표방하고는 있지만, 현실은 여전히 인지적 측면에 치우친 표준화되고 획일화된 기존의 평가 방법에서 크게 벗어나지 못하고 있다. 이에 필자는 문학교육 평가 본연의 목표를 환기하고, 다시 말해 문학 경험의 특성을 고려하여 학습자의 변화와 성장을 포착해낼 수 있는 평가 방안을 모색해야 한다는 점을 분명히 하고, 그 구체적인 대안의 하나로 학습자의 자기 이해와 성장을 촉발하는 평가 방법을 제안해 보았다. 서사의 구성력과 반성적 사고력에 대한 신뢰를 바탕으로 서사를 이해하고 생산하는 활동을 통해 건강한 자아를 형성할 수 있다고 본 문학치료학의 발상에 착안하여, 학습자의 자기 이해 증진을 위한 문학 평가 도구 개발의 가능성을 탐색해 본 것이다. Evaluation is the be-all and end-all in education, but for that same reason it is difficult matter for teachers or researchers to plan, act, and reflect. In particular, the evaluation in teaching literature is much more difficult than the evaluation in other subjects. As the change of thinking, emotion, and attitude after experiencing literature is not tangible, it`s estimation or evaluation is too difficult. So we haven`t as yet been acquainted with evaluation method estimating this change in student`s mind. We have evaluated how much knowledge students have. These knowledge mostly has been derived from research of literature and is belong to cognitive area in mind. But We are touched and changed by literature, it is the reason why we experience and learn literature in school. The evaluation in literature education could have considered and reflected what students felt and how much touched and changed, and why. We tried to set up a new aim of the evaluation of literature education and tried to design a new method according to a new aim. That is the student oriented evaluation method which aims to improve student`s self-recognition and understanding the world they live in, stimulate student`s writing as material for evaluation and encourage self-evaluation.
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