주장과 근거 관련 용어의 재범주화 -2007 개정 교육과정과 교과서를 중심으로-

이삼형 ( Sam Hyung Lee ),이선숙 ( Seon Suk Lee ) 한국어교육학회(구 한국국어교육연구학회) 2011 국어교육 Vol.0 No.136

The purpose of this study is to suggest the solution of examining the problem of terminology and systematizing the terminology in relation to assertion and base in educational effective value. The assertion and base education is more emphasized with critical thinking ability and essay. However, the use of the terminology in relation to assertion and base is ambiguous and systemless in Korean education curriculum and text book, and it doesn`t show the difference in using lots of terminology in relation to assertion and base. So educational confusion is followed. Therefore, this study examined how the terminology related to assertion and base is used in educational way, tried to categorize it according to the characteristics in objectivity and subjectivity and tried to reveal the system of terminology clearly based on common point. The sense of examining and categorizing terminology seems to be reflected in present Korean curriculum. However, in real classroom, teachers and students can`t understand the differences and common points of terminology in relation to assertion and base and are confused by them. Therefore, examining and categorizing terminology need to be reflected on curriculum plan according to the level of school system. Some may think that the terminology which is used nowadays has differences. However, The suggestion of this study focuses on the common points and educational effective value of terminology. This kind of re-categorizing of educational terminology has an important meaning in educational effective value.

어간 재구성 현상을 통해 본 유아의 용언 활용 규칙 습득 과정

이삼형 ( Sam Hyung Lee ),김태경 ( Tae Kyung Kim ),임정남 ( Jeong Nam Im ) 한국어교육학회(구 한국국어교육연구회) 2009 국어교육 Vol.0 No.130

Dissociating the stem of verb forms is one of the main challenges facing the young children in first language acquisition. This study is concerned with the reconstruction of the stems in the natural speech of young children. Our analysis is based on the natural speech data collected longitudinally from 4 monolingual Korean-speaking subjects ages 2;06 to 3;06. Results show that (1) the children overall reconstruct irregular verbs more often than regular verbs, (2) the stem reconstruction takes place when the inflected form of a word contains an ellipsis or a contraction, (3) the children tend to substitute the variants which precede the universal ending `-아/어` morpheme. The implications of these findings are that young children consider the word forms that they are frequently exposed to as a basic form, and tend to change irregular paradigm to regular one. This provides evidence of the children`s capacity to dissociate inflectional features from a verb and to locate them in some other verb inflection.

"문법" 영역과 "작문" 영역의 통합 문제

이삼형 ( Sam Hyung Lee ) 한국문법교육학회 2010 문법 교육 Vol.12 No.-

This study discussed the problem of synthesis of grammar and writing with macro three perspective. First, we need to change narrow sense grammar to principle of language use. Grammar as a principle of language use gives a foundation of literary text and un-literary text. And it does do to the activity of language. Secondly, writing consists of top-down process and bottom-up process. Grammar takes a important role of bottom-up process. In writing educational perspective, thirdly, grammar has a relation with writing in property of writing skill. Writing skills are developed with repeated practice. Concludingly, the grammar and writing are integrated in education.

가상적 내러티브 발달 연구

이삼형 ( Sam Hyung Lee ),김순자 ( Sun Ja Kim ),서영경 ( Young Kyoung Seo ) 한국언어문화학회 2009 한국언어문화 Vol.0 No.40

Fictional narrative refers to a genre involving a written or spoken narrative of the narrator`s fictional event. A child of the age of two begins to tell a story which is not based on his or her personal experience. This research has selected 8 children of 24 to 43 months and analyzed the early developmental stage of fictional narrative. The main contents of the narratives are chosen from everyday conversations between the children and their parents. The fictional narratives of these children analyzed in this paper are divided into two categories: stories that children make up and stories that children retell based on the stories they heard from adults.

텍스트 난이도에 따른 핵심 어휘와 그 관계망 변화에 대한 연구*

이삼형(Lee Sam-Hyung),길호현(Kil Ho-Hyun) 우리말학회 2018 우리말연구 Vol.53 No.-

이 글은 글의 난이도에 따라서 글의 핵심 어휘들이 관계를 맺는 양상이 변함을 밝히는 논문이다. 난이도에 따른 분석 대상 텍스트로는 국 가수준 학업성취도평가의 초등, 중등, 고등 읽기 지문 및 전공자를 대상 으로 하는 글을 선정하였다. 분석은 R 프로그램을 이용하여 텍스트 마이 닝을 수행하였으며, 단어의 출현 빈도와 상관관계를 산출하고 단어 사이 의 네트워크 구조를 시각화했다. 분석 결과 텍스트의 난도가 높아질수록 핵심어의 군집성이 약화되었으며 핵심어들 사이의 연결 관계가 다층적으 로 형성되고 네트워크의 범위가 넓어졌다. 이 연구는 텍스트 마이닝을 활 용하여 텍스트의 구조를 시각적으로 드러냈다는 점에서 의의가 있다. This study used text mining techniques to analyze the relevant network of key words according to their difficulty level. The analysis targets were selected as reading fingerprints on the NAEA(National Accessment of Educational Achievement). It also selects difficult texts targeting professionals. The analysis used the NLP4kec package of the R program. And the correlation between each vocabulary was visualised in the network structure The analysis showed that as the degree of text increases, the frequency of repeated vocabulary increases, while the relationship between the main vocabulary increases. As the text became more difficult, the network became larger and the distance between the words increased. In the case of professional writing, the number of words associated with the keywords in the text also drastically increased. This study holds significance in that it has experimentally proposed a way to visualize the structure of text by using text mining techniques. It is also significant that the study showed the possibility of extending the study methods of text mining, formerly focused on extracting text frequencies, to the structure of text. However, this research is limited to the fact that it is not intended to select text on a strict basis and to generalize conclusions based on it.

광복 70년 국어교육의 응전과 통일 시대의 과제

이삼형(Lee, Sam-hyung) 국어국문학회 2015 국어국문학 Vol.- No.173

본고는 광복 70년의 국어교육의 여정과 통일 시대 국어교육의 과제에 대한 논의다. 건국기는 광복을 맞이하여 새로운 나라 건설에 국어교육의 역할이 강조되었다. 국어교과서 편찬에 당시 대표적인 학자가 총망라되었으며, 소위 좌익 계열 작가들의 작품도 포함됐다. 이승만 정부의 수립 후에는 반공이데올로기를 전면에 내세움에 따라 국어교육에 대한 도전이 시작된다. 개발독재기에는 반공 이데올로기와 경제 개발과 관련된 이데올로기가 결합된 국가적 이데올로기가 교과서에 많이 반영되었다. 민주화기에서는 국가적 이데올로기에서 벗어나 국어문화 창조라는 본연의 목표에 주력하게 된다. 이러한 여정은 크게 보면 국어교육에 대한 외적 도전과 그에 대한 응전이다. 다른 한편으로 70년 동안 국어교육 이론의 정련화, 비판적 문식성의 강조 등 국어교육이 체계화되는데 이는 내적 응전이라고 할 수 있다. 통일시대의 국어교육의 과제로 언어의 이질성 극복이 지금까지 많이 논의되었다. 본고는 이 문제보다 공산주의 교육체제에서 길들여진 교사와 학생들을 어떻게 하면 민주시민으로 변화시키느냐의 문제가 더 크다고 보았다. 이러한 문제에 대한 연구가 시급히 이루어져 통일에 대비하는 국어교육이 되어야 할 것이다. The purpose of this paper is to review Korean Education(KE) since 1945 and to anticipate the task of KE for the reunification of South and North. KE responds to challenge of external condition and internal problem in the past 70 years. The external challenge is divided three period. In the period of establishing a country(1945-1950), KE puts emphasis on inspiring the conscious of the national language. In the period of Korean war, there are many reading material about ideology of anti-communist and gratitude to America(U.N.). In the period of economic development, in order to unify people for economic development KE is influenced by national ideology. In the period of democratization, KE makes an effort to escape from the national ideology. The response of KE to internal challenge are to establish the identity of KE and to emphasize higher order thinking and to refine curriculum and textbook. Among the tasks of KE in the period of unification the difference of language between south and north is not very serious than expected. But teacher and student who is educated North korea’s Juche Idea are very serious. To make them of democratic citizens is going to come to challenge of KE.

고등학교 작문 영역의 구조와 내용 -고등학교 선택과목 재구조화와 관련해서-

이삼형 ( Sam Hyung Lee ) 한국어교육학회 2010 국어교육 Vol.0 No.131

This study is the structure and content of `composition` subject of highschool in 2009 National Curriculum. Now a highschool elective subject is one-to-one correspondence the territory of National Curriculum of Korean Language(k1-k9). But I think highschool elective subjects is based on the korean language ability to learn through k1-k9. So, the `composition` subject is intensified both National Curriculum of Korean Language and its `writing`. And the `composition` subject focus on the creative idea, problem solving, progress of idea, synthesize of idea and so forth, while `writing` of National Curriculum of Korean Language(k1-k9) focus on the basic skills on writing. The `composition` subject as an elective course has to have competitiveness to another elective course in Korean subject and the elective course of another subject. It is in complementary relations with another elective course in Korean subject. Especially, it is much the same with `speaking`. So, two would be better to be united to be one course.

쓰기 능력 발달 양상에 관한 연구

이삼형 ( Sam Hyung Lee ),주영미 ( Young Mi Ju ) 한국어교육학회 2005 국어교육 Vol.0 No.118

제7차 국어과 교육과정에 대한 비판적 검토와 새로운 교육과정의 방향 설정 ; 국어과 교육과정 내용의 틀

이삼형 ( Sam Hyung Lee ) 국어교육학회 2005 國語敎育學硏究 Vol.23 No.-

글쓰기에서 독자의 다층적 역동성

이삼형 ( Sam Hyung Lee ),양경희 ( Kyoung Hee Yang ) 한국작문학회 2009 작문연구 Vol.0 No.9

이 연구는 독자를 보다 입체적이고 역동적으로 인식하려는 차원에서 독자의 개념을 재검토하고 독자가 글쓰기에 관여하는 수행의 관점에서 독자를 다층적으로 이해하는 데 목적이 있다. 독자의 개념과 관련된 논의는 쓰기 이론에 바탕을 둔 것과 독자를 바라보는 접근 방식에 따른 것으로 크게 나누어 볼 수 있다. 전자의 경우는 독자를 하나의 기준에 의해 바라보는 평면적인 접근법으로 글쓰기에 작용하는 독자를 제대로 조명하지 못했으나, 후자의 논의는 독자를 글쓰기 과정에서 다양한 범주를 넘나드는 역동적인 존재로 인식할 수 있는 가능성을 보여주었다. 이러한 논의를 통해 독자는 필자가 상정한 대상이며, 독자와 필자의 관계는 독자를 고려하는 하나의 방식이고, 필자와 독자는 글쓰기 과정에서 상호작용한다는 것을 확인하였다. 이를 토대로 독자란 필자가 소통을 하고자 가정한 대상으로 글쓰는 과정 속에서 필자와 역동적인 관계를 형성하고 의미 구성을 위하여 어떠한 역할과 기능을 수행하는 존재라고 정의할 수 있다. 이는 독자를 인식하는 차원과 필자와 독자의 상호작용 차원으로 또 다시 나누어 살펴 볼 수 있는데, 독자를 이해하는 두 차원은 서로 분리되어 독립적으로 이루어지는 것이 아니라 상호 관련성을 가지고 있다. 독자 인식 차원은 대상으로서의 독자가 누구인지 살피고 필자와 독자의 관계를 구체적으로 설정하는 것이다. 이는 쓸 내용을 추가하거나 보완하고 표현방식을 결정할 때 영향을 미치는데, 이때 필자는 독자에게 평가자와 협력자의 역할을 부여한다. 평가자로서의 독자는 독자의 인식 내용이 적절한가를 판단하고 적절하지 못할 때에는 협력자로서의 독자가 되어 적절한 내용을 생성하고 추가하도록 돕는데 이것이 상호작용 차원에서 독자를 인식하는 것이며, 이때 독자의 역할은 끊임없이 변화한다. 이상의 논의는 독자가 그 속성을 분석하는 대상이 아니라 다층적 차원에서 글쓰기에 관여하는 존재이며 실제 글쓰기에서 어떻게 역동적으로 작용하는가를 밝히는 데 유의미한 시사점을 제공해 주었다. The purpose of this study is to review the concept of readers in terms of more cubic and more dynamic recognition and to understand multi-layered readers in the light of the ones who are performing something involved in writing. Broadly speaking, the discussion about the concept of readers is divided into two ; one is based on the theory of writing and the other on the approach to watching them. The former is the linear approach that watches readers through one criterion alone, so it fails to focus on the ones involved in writing. The latter, however, shows the chance that readers could be looked upon as dynamic ones crossing different categories in process of writing. This discussion ensures that readers are objects supposed by the writer, that the relationship between readers and the writer is a way to think of readers, and that they-both readers and the writer- interact with each other in process of writing. Based on this, readers can be defined as the ones who form dynamic relationship with the writer as objects meant to communicate with and as the ones who perform some roles and functions to construct meaning in process of writing. This, again, can be divided into two standpoints : the standpoint of recognition of readers and the standpoint of interaction between the writer and readers. These standpoints to figure out readers have interrelationship between them, instead of being made up separately. The standpoint of recognition of readers is to look into who readers are as objects and then to concretely set up the relationship between the writer and them. This has an effect on when the writer needs to add or modify contents and decides expressive approach. At the same time, readers are given the roles of valuers and cooperators by the writer. Readers as valuers determine whether contents of recognition of readers are proper. If not, they help to create and add appropriate contents as cooperators. This is the way readers are recognized in the standpoint of interaction. At this moment, readers` roles do change constantly. The discussion stated above offers meaningful implications in finding out that readers are the ones who are involved in writing in multi-layered standpoints, not the ones who are objects to analyse characteristics and how dynamic they play their roles in real writing.