문학교육 연구자의 해석 텍스트 읽기에 대한 반성적 실천 연구

양정실 ( Jeong Sil Yang ),이인화 ( In Wha Lee ),정진석 ( Jin Seok Jeong ),한태구 ( Tae Goo Han ),우신영 ( Shin Young Woo ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.150

The aim of this thesis is exploring the present condition and direction of improvement of researching interpretive text. To reach the goal, 5 researchers of literature education discuss of selected interpretive texts. Interpretive text is the evidence of literary experience and the crucial data to design of literary education. To get a perspective of interpretive text, this thesis is performed in the following order: ⑴ selecting 4 interpretive texts, ⑵ discussing twice, and ⑶ introspective analyzing of contents of discussion. The perception of interpretive text is devided into two parts; interpretive text as a Genotext and interpretive text as a Phenotext. This perception is connectd the awareness of good interpretive text. Researchers agree with the characteristics of genre on interpretive text, but some of researchers prefer integrated interpretation and some of researchers prefer enquiring interpretation. There are confrontation of opinions about teaching method of interpretive text. One is hierarchy of interpretation ability is the base of interpretation education and the other is individual instruction serve much more of an educational purpose. The meaning of this study is ⑴ communicating various points of view of interpretive text, ⑵ leading consensus on evaluation direction of interpretive tex, and ⑶ setting up the interpretational education contents.

문학을 활용한 논술고사에 대한 비판적 검토

양정실 ( Jeong Sil Yang ) 한국문학교육학회 2007 문학교육학 Vol.23 No.-

2009 개정 교육과정기 초등학교 5~6학년 교과서에 제시된 문학 학습 용어의 양상

양정실(Yang Jeong-Sil) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.8

본 연구에서는 초등 5~6학년 국어 교과서에서 문학 내용 성취 기준이 학습 용어로 구체화된 양상과 그 특성을 살펴보았다. 문학에 대한 학생들의 인식과 태도는 학생들이 접하는 문학 텍스트뿐만 아니라 문학 학습을 통해 접하는 학습 용어에 의해 서도 형성된다는 점에서 문학 학습 용어 검토의 의의가 있다. 문학 학습 용어를 살펴본 결과, 문학 내용 성취 기준에 제시된 어휘보다 이를 구체화·상세화하는 어휘가 많았다. 성취 기준별로 학습 용어의 개수에 편차를 보이며 학습 용어의 확장성이 두드러지는 성취 기준은 문학 ‘(6) 작품의 일부를 바꾸어 쓰거나 다른 갈래로 바꾸어 쓴다.’ 성취 기준이고, 반면 문학 ‘(7) 자신의 성장과 삶에 영향을 미치는 작품을 즐겨 읽는 태도를 지닌다.’ 성취 기준은 적합한 학습 용어를 동반하지 않은 채 다른 문학 성취 기준에 기대어 단원으로 구성된 현상을 보였다. 문학 ‘(2) 작품에서 말하고 있는 사람의 관점을 이해한다.’ 성취 기준에 대해서는 ‘말하는이’의 정의와 이에 대한 이해를 돕는 작품의 선정이 적절하지 않아 성취 기준의 취지를 풍부히 구현하지 못하고 있는 문제가 발견되기도 하였다. 문학 학습 용어를 개선하기 위해서는 교육과정 연구·개발 과정에서 성취 기준의 교재화 적정성을 높이려는 노력을 기울이고, 교과서 개발 단계에서 학습 용어를 정련하기 위한 체제를 구비할 필요가 있다. This study examines how literary content standards are embodied in literary learning terms in elementary fifth and sixth grade korean textbook. Student s recognition and attitude on literature are formed not only by the text they read but also by the literary learning terms they encounter in literary learning. Literary learning terms are consist of a few literary content standards terms and much conception and non-conception learning terms. And literary learning terms per standard differ in number. Literary learning term as such narrator is not explained correctly. To improve literary learning terms, it is needed to enhance the suitability of content standards in researching and developing curriculum and to have proper form to refine literary learning terms in developing textbook.

문화교육의 뿌리와 줄기 : 우리나라 문학교육 연구에서 독자 반응 이론의 수용 현황과 전망

양정실 ( Yang Jeong Sil ) 한국문학교육학회 2012 문학교육학 Vol.38 No.-

Reader response theory has been one of the theoretical axis of Korean literature teaching since it had been introduced about 20 years ago. This article aims to investigate the effect of reader response theory in Korean literature teaching and the perspective of it. Reader response theory has been developed balancing interpretive variation and interpretive validity. And research on reader response to literature has been about unarticulated response and expressed response(:it include oral response and written response altogether). Reader response theory in Korea has been performed predominantly as reader research and research on response centered teaching-learning method. Response centered teaching-learning method is expected to actualize reader response theory in the classroom. For it to occupy firm position, Research on response centered teaching-learning method need to negotiate with various ideas of Korean language teaching. Reader research has been performed diversely, especially by teachers as a field study. Reader research need to be performed on the re-examination of concepts and reflection of research method.

문학 교육과정의 "본질" 범주에 대한 비판적 검토

양정실 ( Jeong Sil Yang ) 한국어교육학회 2005 국어교육 Vol.0 No.116

국어 교과서의 "목소리" 탐구 시론

양정실 ( Jeong Sil Yang ) 한국어교육학회 2007 국어교육 Vol.0 No.122

2009 개정 교육과정에 따른 초ㆍ중학교 국어과 교육과정의 적용 방안

양정실(Yang, Jeong-Sil) 학습자중심교과교육학회 2013 학습자중심교과교육연구 Vol.13 No.2

이 연구는 2009 개정 교육과정에 따른 초·중학교 국어과 교육과정의 현장 적용 방안을 구안하는데 목적이 있다. 이를 위해 2009 개정 교육과정에 따른 국어과 교육과정의 변화 내용과 2009 개정 교육과정 총론 분석을 통해 적용상의 쟁점(안)을 도출하고, 이에 대한 실태와 국어 교사의 인식 조사 및 심층 분석을 통해 네 가지의 쟁점을 정선하였다. 그리고 수업 시수 20% 증감, 수준별 수업, 쓰기 태도 및 쓰기 윤리 교육, 어휘 교육 및 어문 규범 지도라는 네 가지 쟁점에 대한 적용 방안으로 적용상의 원칙에 해당하는 ‘방향’과 방향의 구체적인 예시에 해당하는 ‘실제’를 구안하였다. 수업 시수 20% 증감에 대해서는 성취기준 통합 및 교과서 단원 차시의 통합 운영을 통해 시수 감축에 대응하는 방안을 제시하였다. 수준별 수업에 대해서는 학생 선택 활동을 부여하는 방안, 학생 수준에 따른 지원 방식의 차별화 방안, 학생 특수 조건에 따른 지도 방안을 제시하였다. 쓰기 태도 및 쓰기 윤리 교육 방안으로는 이를 글쓰기 과정에서 지도하는 방안과 반성적 성찰 기회를 제공하는 방안을 제시하였다. 어휘 교육과 어문 규범 지도를 위해서는 국어과의 일상적인 활동으로 어휘와 어문 규범을 지도하는 방안과 영역 통합적 연계 지도로 어휘를 지도하는 방안을 제시하였다. This study suggests methods of implementation concerning the following issues of the 2009 revised Korean Curriculum: adjusting the number of class hours for korean within a range of 80~120% of its time allotment , the differentiate and individualized korean teaching system , the teaching of writing attitude and ethics , the teaching of vocabulary and korean language grammar . For providing for the case of reducting class hours for korean, this study suggests the reduction of class hour by integrating of content standards or integrative teaching of textbook unit. For practicing differentiate and individualized teaching, this study suggests the three way to manage the differentiate students in the class. For teaching writing attitude and ethics, this study suggests teaching them during writing process and giving chance of reflective self-examination. For vocabulary and grammar teaching, this study suggests the way to teaching in regular korean instruction and area-intergative instruction.

2009 개정 국어과 교육과정의 중학교 1~3학년군 내용 성취기준에 대한 교사 인식 조사 연구

양정실 ( Jeong Sil Yang ),가은아 ( Eun A Ka ),민재원 ( Jae Won Min ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.145

The purpose of this study is to survey Korean teachers`` evaluations of importance, learning difficulty, teaching difficulty on content standards of 2009 middle school Korean Language Curriculum. And researchers also aim to deduce implication to future Korean language curriculum contents improvement. In selecting and arranging curriculum contents, we should consider the importance and difficulty that teachers recognize. Survey result shows some characteristic areal standards to analyze. Those include standards relative to attitude(in the area of listening & speaking and reading), relative to media(in the area of writing), relative to phoneme(it the area of grammar) etc. It also confirms that ambiguity of standard``s statement may cause misinterpretation and wrong application of contents. To improve current Korean language teaching-learning situation, it is needed to materialize connotation of content standards especially for those showing high level of teaching difficulty.

일반논문 : 특성화고,마이스터고 학생의 국어과 성취수준별 학업성취 특성 -2011년 국가수준 학업성취도 평가 결과를 중심으로-

김영란 ( Young Ran Kim ),구영산 ( Young San Goo ),양정실 ( Jeong Sil Yang ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.146

The purpose of this study is to analyze characteristics of academic achievement in Korean language arts by vocational high school students based on the National Assessment of Educational Achievement (NAEA) results. There are few studies about academic competency, especially Korean language arts or communication competency, of vocational high school students, this study found out the following characteristics of them. First, vocational high school students showed a higher rate of low-performance in Korean language section of the NAEA compared to general high school students. Secondly, female students from vocational high school and male students from general high school obtained similar scores on the Korean language arts section of the NAEA. Thirdly, students from metropolitan ares and cities obtained higher scores than those from rural areas, which was more pronounced in vocational high (typically, “teuk-seong-hwa-go”) school students. Fourthly, vocational high school students showed especially poor performance in critical understanding of text, sentence structure, traditional grammar, traditional-literature appreciation. The above results show that we need to reconsider whether the NAEA is the most appropriated assessment for vocational high school students. Also, we need to consider differential educational support for Korean language education of vocational high school students, for whom communication competency is more necessary to job securing of vocational high school students.

반응 일지(response journal) 쓰기의 문학교육적 함의

양정실 한국국어교육연구회 2000 국어교육 Vol.- No.102

The aim of this thesis is positioning the response journal in the whole process of literary education. For the convenience, the response journal was often compared with the critical essays. First, by analyzing response journal, this thesis investigates the interrelationship styles between the text and the reader. It was 'matching', 'dismatching' and 'tension'. The 'tension' appears to be a special style to manifest in the response journal which is more free writing form compared with the critical essays. And then, this thesis investigates the way how we can use the response journal writing for the progress of students' literary appreciation competence. We can use students' response journal as a mediation between the evaluation and the teaching-studying of literary education. And we can use it as a good material for re-examination of the given education contents of literary education. This thesis has a unsolved problem to concretize the alternative education content of literary education.