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김창원 한국문학교육학회 1997 문학교육학 Vol.1 No.-
It has been over 10 years since the Ed.D. course of the literary education research(L.E.R.) was established in 1986 in Seoul National University and researched actively. During those years, many results were found and L.E.R. has been developed based on them. Even though there are numbers of reviews of L.E.R., most of them only stopped at applying the methodology of literature researches or categorizing them by subjects. Therefore, the existing researches need to be reexamined critically from a methodological dimension. After evaluating the L.E.R. of the 10 years from a point of methodology, there seemed to be these three following outcomes. 1. Regulated the concept of Literary Pedagogy and established the objects of the research. 2. Found basic terms of L.E.R. and systematized their concepts. 3. Accumulated human resources in domain of L.E.R. Regardless of these outcomes, the current thesises of L.E.R. are holding the following methodological limits. 1. Researched aimed on school education purpose. 2. Researched aimed on reading process of individual readers. 3. Insufficiency of researches on sending mechanism in literary communication due to too much emphasis on receiving mechanism. 4. Insufficiency of researches on process of task performing of literary communicative subjects. 5. Limited the research objects to Korean Literature. 6. Laid stress on the philological method. 7. Insufficiency of qualitative researches due to too much emphasis on quantitative researches. 8. Insufficiency of long term researches due to too much emphasis on short term researches. The reason such limits were found is due to the fact that most of the researches possessed these following prerequisites and were conducted. 1. Literary education is for expanding the literary competence of individuals. 2. The literary competence expands by imitating the behavior 0. manner of experts. 3. The distinctive characters of human behaviors can be approached by analyzing with variety of elements. 4. L.E.R. is an applied science of literary research. 5. L.E.R. should be accomplished by particular genre of literature. 6. L.E.R. should be formed according to the course of the education. 7. L.E.R. should present policies about practicing literary education. 8. L.E.R. should target ideal readers. 9. L.E.R. belongs to category of subordination of humanities. 10. L.E.R. can be formed by itself regardless of the fact. 11. L.E.R. has to be applied generally to the present situation of literary education. 12. In L.E.R., there are a theoretical level research and a practical level research. Therefore, in order to have the L.E.R. to earn the justification as a science, these prerequisites should be overcome and more effort is needed on finding more methodologies of research from different points of view.
국어교육 내용으로서의 ‘실제’ -국어과 교육과정의 ‘실제’에 대한 메타적 접근-
김창원 한국국어교육학회 2014 새국어교육 Vol.0 No.98
Through this paper, I looked at essence and history of ‘Actuality’ that takes huge part of Korean language curriculum. Also, I analyzed various and multi-layered aspects of Actuality and searched ways to realize authenticity of curriculum in Korean language teaching. School education is based on tension between reality and abstractness. Actuality is what settles this tension, and from the first announcement of Actuality in the 6th curriculum and up to 2012 curriculum, Korean language curriculum has been trying to get positive responses. However, Actuality holds ingrained dilemma since it is a replica of real language usage. By using the model of communication as a reference, language curriculum can be designed centrally using authenticity of 'text', 'media', 'context and act', and 'discourse and culture'. Each of these holds multi-layered aspects. The various and multi-layered aspects of Actuality are realized by showing models or texts, definitizing contexts, and asking some strategies or outputs from the textbooks and lectures. From this process, Actuality gains close relationship with knowledge, skill, attitude, context and media in Korean language teaching. 이 논문은 교육과정에서 중요한 역할을 하는 ‘실제’의 본질과 역사를 살펴보고, ‘실제’가 지닌 다면성과 다층성을 분석한 뒤, 교육과정의 ‘실제’를 국어교육의 실제로 구현하는 방안을 살펴보았다. 학교 교육은 본질적으로 실제성과 추상성의 긴장 위에 서 있다. 이 긴장을 해소하는 장치가 교육과정의 ‘실제’이며, 국어과 교육과정은 6차에서 처음 ‘실제’를 제시한 이후 2012년 교육과정에 이르기까지 ‘실제’의 실제성을 높이기 위해 꾸준히 노력해 왔다. 실제 국어 현상은 의사소통 모형을 참조하여 텍스트의 실제성, 매체의 실제성, 맥락과 행위의 실제성, 문화․담론의 실제성 측면에서 ‘실제’화할 수 있으며, 이들 각각은 다시 여러 층위로 나타난다. 이러한 다면성과 다층성은 교과서와 교수-학습에서 모델 제시, 자료 제시, 상황 제시, 전략 요구, 산출 요구의 방식으로 구현되며, 그 과정에서 ‘실제’는 지식․기능․태도․맥락․매체와 긴밀하게 관련을 맺는다.