웹 기반 한국어교육의 교수전략 연구

다국어 초록 (Multilingual Abstract)

Because of the development of Information Communication Technology, restrictions of the time and space in the education are avoided so that various types of teaching and learning are possible. Especially, 'Web-based Instruction' has been developing as a result of many people's interests. However, it is the fact that Web sites which are developed and operating in Korea or foreign countries lack structural and content adequacy, because there are not enough considerations about the principles and strategic concepts in the design stage of the courses. Therefore, in this thesis, I would like to propose some Instruction Strategies in order to fully realize the Instruction Design of the 'Web-based Korean Instruction' which is revealed as the new instructional instrument in Korean Language Education(in teaching Korean as a foreign language).
At the beginning, I will examine the 'Information Processing Theory' and the 'Cognitive Flexibility Theory' which provides the most important prospect to the Instruction Design of Web-based Korean Instruction. Next I will define the concepts of Learning, Teaching, Learning Theories and Instruction Design Theories, and summarize Constructivism, which is the main learning theory these days, Objectivism and Cognitivism. The reason for these examination is that I think the most effective teaching theory comes from the learning theory, and the most effective Instruction Strategy can be extracted from these examinations of the learning theory.
Through these theoretical examinations, what I tried to suggest are systematic and effective strategies for Web-based Korean Instruction in 'macro-strategy', which is related with the internal-structuralization of the learning contents, and the 'micro-strategy' which is related with the external formalization of the learning contents.
The 'macro-strategy' will be discussed divided by 'sequencing', 'synthesis' and 'summary'. The 'micro-strategy' will be discussed in relation to 'chunking', 'practice', 'feedback' and 'learning activities'.
The 'systematization(sequencing)' is the strategy which systematically arranges the hierarchies of the learning contents, in order to control the cognitive structure of the learner.
The 'synthesis' is the strategy which laterally structuralizes the learning contents in order to clarify the relationship between the components of the learning contents.
The 'summary' is the strategy which specifies the learning objectives, or provides the summarized learning contents in order to maximize the effect of the learning.
The 'chunking' is the strategy which is related with the visual effects considered for suggestive aspect of the information, in order to utilize effectively the information given on the web.
The 'practice' is the strategy that sets the proper learning process for the cognitive structure of the learner, and helps the learners to complete the acquisition of knowledge, using programmed types of exercises with the gradual increase of difficulty.
The 'feedback' is the strategy which is used for reinforcing the learned contents, through providing the result of the tests.
The 'learning activities' are the strategy which is provided so that various knowledge can be acquired when the learner does the tasks in a real situation with authentic materials.
I tried to enhance the understanding with concrete examples utilizing captured web screens for each strategy.
Then, I examined the seven Strategies which were developed, and discussed in Chapter III, in order to check the content adequacy, with the five web sites which are representative of Korean learning sites on the Web. These examinations, of course, included the analytic aspects of these five web sites with various examples.
While I was focusing my discussion on the development of these seven Instruction Strategies and examinations of these Strategies, I was convinced that these seven Strategies not only function as very important strategies which must be considered in the planning stage, but also they function as the criterion to the evaluation of the web sites which have been developed already.

목차 (Table of Contents)

• 목차
• 논문 개요 = vi
• I. 서론 = 1
• A. 연구 목적과 대상 = 2
• B. 선행 연구의 검토 = 4
• C. 연구 방법론과 본고의 구성 = 9
• II. 웹 기반 교육의 교수전략을 위한 이론적 배경 = 11
• A. 학습이론과 교수설계 이론 = 11
• B. 컴퓨터 보조 교육과 웹 기반 교육 = 16
• C. 인지주의와 정보처리 이론 = 20
• 1. 인지주의 학습이론 = 21
• 2. 정보처리 이론 = 22
• D. 구성주의와 인지적 유연성 이론 = 25
• 1. 구성주의 학습이론 = 26
• 2. 인지적 유연성 이론 = 27
• III. 웹 기반 한국어교육의 교수전략 = 31
• A. 거시 전략 = 33
• 1. 학습자의 인지 구조를 통제하는 학습 구조의 계열화 = 34
• 2. 내용 사이의 상호 관계를 보여주는 종합 = 38
• 3. 학습 목표의 제시나 정리를 도와주는 요약 = 40
• B. 미시 전략 = 43
• 1. 정보뭉치의 활용을 위한 시각적 조직 = 45
• 2. 점진적인 난이도로 프로그램된 연습 유형의 사용 = 48
• 3. 학습의 강화를 위한 피드백의 제공 = 50
• 4. 지식의 구성을 도울 수 있는 다양한 활동의 제시 = 55
• IV. 웹 기반 한국어교재를 대상으로 한 교수전략의 검토 = 59
• A. 대표적인 웹 기반 한국어 교재 = 61
• 1. 서강대학교 = 62
• 2. 모나시대학교 = 64
• 3. 국제교육진흥원의 KOSNET = 66
• 4. 코리안튜터 = 68
• 5. 한글캠프 = 70
• B. 웹 기반 한국어교재에 대한 거시ㆍ미시 전략의 검토 = 71
• 1. 거시 전략에 대한 검토 = 72
• 가. 학습자의 인지구조를 통제하는 학습 구조의 계열화 = 72
• 나. 내용상의 상호 관계를 보여줄 수 있는 종합 = 83
• 다. 학습목표를 제시하거나 복습을 위한 요약 = 87
• 2. 미시 전략에 대한 검토 = 93
• 가. 정보뭉치의 활용을 위한 시각적 조직 = 93
• 나. 점진적인 난이도로 프로그램된 연습 유형의 사용 = 98
• 다. 학습의 강화를 위한 피드백의 제공 = 103
• 라. 지식의 구성을 도울 수 있는 다양한 활동의 제시 = 108
• 3. 현행 웹 기반 한국어교재의 검토 결과 = 111
• V. 결론 = 117
• 참고문헌 = 121
• Abstract = 126