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고등학교 프랑스어과 교육 목표의 변천 연구 : 교육과정 분석을 중심으로
이근님 서울대학교 언어교육원 2012 語學硏究 Vol.48 No.3
This study set out to analyze the objectives of French education in high school from a diachronic perspective, the major content and emphasis of each revision period, and changes brought about by each revision, as well as suggest directions for more advanced objective setting in French education. The following suggestions were made as to objective setting directions in future French education: First, the spirit and principles of a curricular introduction should be explicitly reflected in the objectives because the structure makes it inevitable for the spirit of the introduction to be reflected in particulars both directly and indirectly in the country’s centralized curriculum development system in which the national.level introduction is closely related to particulars (subject curriculums) in the process of development. Second, the theories and practices of foreign language teaching methods in vogue at the time of setting an educational objective in French education should be embraced, connected and presented explicitly in the description of the objectives. Curriculums should be developed in a way that the latest foreign language theories can be well integrated into the curriculums in order to provide high quality and consistent foreign language education. Finally, there should be balanced materialization works for the three domains of objectives, namely language, culture, and attitude. Currently, only the language objectives are materialized with the culture and attitude domain still at the abstract level. When setting curricular objectives in the future, materialization works should be done in the culture and attitude domain in a similar level to the language objectives.
이근님 서울대학교 외국어교육연구소 2001 외국어교육연구 Vol.4 No.-
The study examines the current problems with which the nation’s second foreign languages(SFL) education today faces and suggests the recommendations for SFL policy. Assumíng that SFL is at risk, the study warns that SFL policy has failed to recognize the importance of SFL and so gives less attention to factors that are required for improving the quality of SFL. The maín reasons for the crisís of SFL, the study says. seem to be the lack of giving efforts to improvement for SFL and the policy. makers' failure to provide the SFL improvement plans (e.g., focusing on expanding the aspect of quantity with respect to the SFL without considering that of quality or making the SFL electives for the ColIege Scholastic Ability Test). Based on the problems identified in the study. a couple of recommendations are suggested as follow. The SFL shou1d be offered as common courses for a11 and thus high schoo1 graduates take SFL subjects as the compu[sory in the College Scholastic Ability Tests. Teaching methods and materials for the SFL should be improved and developed. Particularly for the effective SFL, it should be free from the textbooks only classroom teaching-learning situation and lots of up-to-date curricular materials and laboratory apparatus should be developed .