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This paper studied practical qualifications required of Korean teachers in today`s schools rather than moral, virtue and philosophical justifications needed by Korean teachers. In particular, discussions are developed focusing on the desired image of Korean teachers who teach Korean writing and speech and the social demands on Korean teacher training. In order to achieve this, it defined that academic advancement of Korean education is closely linked to the index aspired by Korean teachers, and also that the state of Korean teachers requires knowing the theory of Korean education, and contents and methods of teaching & learning, in other words, content studies of subject matter and method studies of subject matter. In addition, social demands of teachers as national educators of ideology, subject matter specialists and role models in Korean teacher training or in training programs are discussed. Lastly, it talked about Korean teachers as those who still try not to give up but cherish their dreams compared to teachers of other subjects although they are professionals in the midst of a fierce struggle for existence.
This paper examines the history and current status of Korean Studies as regional studies and discusses the development strategies of Korean Studies based on these discussions. In particular, I discussed the introduction and research of Korean Literature in the level of Korean Studies. And I considered the history of Korean Studies as regional studies in China, Taiwan, Russia, the United States, and Vietnam. In addition, I paid attention on the various aspects of Korean Studies as regional studies, and specifically described the direction of Korean Literature research as Korean Studies. Based on these discussions, I proposed the development strategy of Korean Studies in order to strengthen its specificity, focusing on interdisciplinary studies of Korean Studies and Korean Literature.
I have looked closely into the present status and the tasks of korean literature in the age of globalization. That is, I have projected some problems and perspectives that could arouse from various areas of korean literature such as in defining the notion of korean literature, the relationship between korean literature and world literature, korean literature and regional literature and the aims of the new korean literature (including overseas korean literature, literature of multimedia, and korean literature in the multi-cultural society). Through this, I have proven that not only would korean literature sustain its distinct characteristics as korean literature but also gain universality in the context of world literature. Especially, korean literature in the 21st century, compared to the past century where it displayed some ideologies dealing with race, people, unification and conflict, extends itself further to diversity in the diversified society and even dailiness. Some noted examples are the creation of popular literature which deals with different aspects of multi-culturalism and thereby satisfies various likings of the public, the dissolution of genres, or the so-called hybrid experimentation of the new korean literature. Korean literature in this rapidly changing age will not only be considered as the problem of diversity in the modern society that needs to be solved, but rather as a realistic problem. The huge discourse that has dominated the field of korean literature, the high literature, and the purism of pure literature are no longer valid. In this base, the korean literature would continue to develop and extend itself.
The purpose of this study is to analyze the future task and prospects of Korean literature for its globalization. At first, its present state of translation and the actual state of research and education system will be generalized for this study. Based on this generalization, the scheme for the globalization of Korean literature will be projected. Actually, by researching the history and present state of the Korean literature`s translation, it analyzed as the qualitative achievement of its business is much below than its quantitative expansion which reached a fairly reasonable point. Furthermore, this study proposed the essential tasks not only for translation of Korean literature but also for its globalization by investigating relative former studies. In other words, some issues arising from the globalization of Korean literature was examined here: the cultural policy, the creation and translation of the Korean literature, the international relationship, the public-relations, and the government support for the literature research. To clarify, by focusing on ``the globalization of the Korean literature work`` and ``the globalization of the Korean literature research``, its tasks for the globalization was examined. And through this examination, I tried to look over ``the future of its globalization``.
이 글은 기능적 문식성을 넘어 문화적 문식성, 비판적 문식성, 매체 문식성으로 확장하고 있는 문식성 교육의 변화에 주목하였다. 특히 학교 교육에서 언어교육을 넘어 상호 문화적 관점과 멀티미디어를 다룰 수 있는 능력이 현대문식성 개념의 핵심으로 자리하고 있음에 주목하였으며, 이러한 문식성 교육의 변화에도 불구하고 문학은 여전히 문식성 교육에서 중요한 자료임을 확인하였다. 결론적으로 이러한 논의들을 바탕으로 문학 읽기와 쓰기 능력으로서의 문학문식성이라는 용어를 제안하였으며, 그 본질을 문화, 창의성, 정의라는 개념으로 설명하였다. 즉 문화적이고, 창의적이며, 정의적인 맥락에서 문학 문식성은 현대 문식성 교육에서 중요한 위상을 차지하고 있음을 주장하였다. This paper mainly focuses on an extension of literary literacy education from the functional literacy to cultural, critical, and media literacy. In addition to academic curriculum, an ability to manage a cross-cultural perspective and multi-media is highlighted as a heart of modern literary literacy. Yet, in times of this change, ‘literature’ has still sustained its significance. According to such discussions, ‘literary literacy’ is suggested as proper terminology and its essence is illustrated with the notion of culture, creativity, and affect. That is, with cultural, creative, and affective perspectives, ‘literary literacy’ is proposed to have an important role in modern literacy education.
This study discusses the current state and future problems of multicultural, language, and multimedia education. Multicultural education has been an element of the National Curriculum since 1995. Multicultural education reflects the necessity of understanding diverse cultures in order to participate in a globalized world. Also, as Korea turned into a multicultural society in the mid-1990s, civil rights and religious groups advocated for multicultural education in Korea. Multicultural education was given a preeminent place in the reformed curriculum in 2007. Since the late 20th century multimedia education has become a fundamental educational issue, given the development of modern technology and modern forms of communication. Thus, the 7th National Curriculum recommends that students engage in activities that exercise their language skills through interaction with media. As Korea has become an increasingly multilingual society, more research has been conducted about multicultural and multimedia education. It has been discovered that English is increasingly common to study as a first foreign language, Chinese and Japanese are common second foreign languages, and French and German are being studied less. Goals and methods of multicultural, multilingual, and multimedia education should differ for different groups of people, depending on their education backgrounds. Multicultural education should focus on fostering appreciation for minorities by educating native Koreans about minorities’ backgrounds.
1913년 동양인으로는 최초로 노벨 문학상을 수상한 타고르(R. Tagore)는 일제 강점기 한국 문학사에 소개된 초창기에는 환영을 받았으며, 인도와 같은 식민지 상태였던 조선에 희망의 메시지를 전해주었다. 그러나 이후에는 인도뿐만 아니라 동서양에서 타고르를 재평가하는 작업이 진행되었으며, 식민지 조선에서도 타고르에 대한 본격적인 비판이 이루어졌다. 이 연구는 한국 근대문학에 끼친 타고르의 관계를 비교문학과 탈식민주의 맥락에서 살펴보았다. 이러한 논의를 통해서 한국 근대문학사에 소개된 타고르에 대한 오해와 오류들을 확인하였다. 아울러 타고르는 한국 근대문학과 한용운에 이념적인 차원이 아니라 심정적인 차원에서 작용했으며, 그의 문학적 영향력은 단순한 번역시 수용을 넘어 근대 산문시 형식의 정착에 공헌했음을 밝혔다. 궁극적으로 이러한 논의를 통해서 인도의 시인 타고르는 한용운과 한국 근대문학 형성에 긍정적으로 작용했으며, 식민지 조선의 근대문학이 정체성을 정립하는 데에도 영향을 끼쳤음을 확인하였다. R. Tagore, the first Asian to win the Nobel Prize in Literature in 1913, was well received in Korean literature in his early years, during the Japanese colonial era. He delivered a message of hope and courage to the colonial Joseon, which was going through a Japanese colonial era similar to that of India. However, revaluation of his works was later initiated in the colonial Joseon as well as in India and the rest of the world. This study explores the influence of R. Tagore on Korean modern literature in the context of comparative literature and post-colonialism. Through this discussion, misconceptions of his works in Korean modern literature are identified. As a result, this paper confirms that his works influenced Korean modern literature and, specifically, the work of Han Yongwoon, not in an ideological aspect, but in emotional and psychological aspects. Furthermore, his literary influence extended beyond a mere acceptance of the translated poem, contributing to the structure of the modern prose poem. Ultimately, this study proposes the positive influence of the Indian poet R. Tagore on Korean modern literature and Han Yongwoon’s works and on the establishment of the identity of modern literature in colonial Joseon.