의미 교육의 방향과 바탕 = The Direction and Theoretical Ground for Meaning Education

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to research the direction and theoretical ground for meaning education. To state shortly and clearly, the ideology of meaning education is to improve the semantic ability on linguistic expressions. The semantic ability is the judgement with respect to semantic wellformed-ness, and ability to interpret and compose the semantic relationships connected with linguistic expressions.
The general goal of meaning education can be describe as follows: "Students have to be able to judge whether a linguistic expression is semantically wellformed or not, and to extend and ensure the semantic structure of various linguistic expressions. Out of these two general goals, elementary school teachers have to make a considerable concentration on the latter one. The extension means to enlarge, quantitatively and qualitatively, the semantic structure up to an appropriate range."
There are three levels in meaning education. The first is a level of lexeme, the second a level of sentence, and the third a level of text.
Meaning education in the level of lexeme aims to increase the ability of interpretation and composition related to the semantic relation in the level of lexeme. Teaching points are (1)distinguishing meaning, (2)Word-formation, and (3)semantic relation. The principle domain of meaning education in the level of sentence is promote the ability of semantic interpretation and composition in a sentence. Its areas are (1)the semantic relation of sentences that is semantically related to others, (2)the influence that deixis and substitution affect the semantic interpretation and composition in a sentence, and (3)the influence that negation and modality range over the semantic interpretation and composition in a sentence. The principle domain of meaning education in the level of text is to improve the ability of the semantic interpretation and composition in a text. Its area are (1)the influence that context run to the semantic interpretation and composition in a text, (2)the influence that the relationships of information come to the semantic interpretation and composition in a text, and (3)the influence that presupposition, focus and topic attain to the semantic interpretation and composition in a text.
The tasks of meaning education are two facet. One is how to decide the selection of learning contents, and the other is how to build a viewpoint of teaching meaning, which can be alter according to learning area. These are distinguished between speaking-listening learning, reading learning and writing learning, These are also distinguished between learning in the level of lexeme, learning in the level of sentence and learning in the level of text.
The concept of ‘meaning’ in the meaning education signify semantic structure. Semantic structure can be established as follows: "Elements of natural language that form a system related to each other on semantic relationship. Here, we can define semantic structure as a set of network of semantic relation that semantic units are related to each other."
Lexeme, a unit of latent language, has and abstract characteristic. And, lexeme, an element of lexical systems that are a set of words that have semantic relationship, is located basic allomorph different from other allomorph. Sememe, a unit of sense, is an abstract substance. And sememe alter characteristically with respect to semantic field that it belongs. Sememe is molecular unit, and semantic features are atomic units.
Cofiguration of lexical field that is a linguistic representation of vocabulary can be divided by two fields: mono-dimensional field and multi-dimensional field is again divided by three fields; antonymous, gradual, serial etc. Again there could be two different aspects in the Serial field; orderly and non-orderly. In the same manner, there are also two different dimensions in the Multidimensional field. Those are two-dimensional field and several dimensional field. Out of two field, the two-dimensional field also has two different areas like correlative field and non-correlative field.

목차 (Table of Contents)

• Ⅰ. 들 머 리
• Ⅱ. 의미 교육의 방향
• 1. 국어 교육의 방향
• 2. 의미 교육을 위한 기반 여건
• 3. 의미 교육의 이념
• 4. 의미 교육의 목표
• 1) 일반 목표와 구체 목표
• 2) 교육 과정에서의 내용
• Ⅲ. 의미 교육의 과제
• 1. 의미 교육의 내용
• 2. 의미 교육의 과제
• Ⅳ. 의미 교육의 이론적 바탕
• 1. 의미의 의미
• 2. 어휘소와 의미소
• 3.어휘 맘당과 구조
• Ⅴ. 마 무 리