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RISS 인기검색어
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- 저자 : 양근용 ( Geun Yong Yang ) (검색결과 3 건)
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양근용(Yang, Geun-Yong) 인천대학교 인문학연구소 2015 인문학연구 Vol.24 No.-
The purpose of this study is to reconstruct the linguistic consciousness and Sijo cognition of Choe Nam-seon. To do so, this paper will focus on the thoughts of Choe Nam-seon with regards to the relationship between universality and specificity. The relationship between universality and specificity allows us to understand the linguistic consciousness and Sijo cognition of Choe Nam-seon. In Chapter Ⅱ, I have reviewed theories of Choe Nam-seon’s linguistic consciousness. First of all, the linguistic consciousness of Choe Nam-seon is noted as being a phenomenon as it has a coexistence between universality and specificity which appeared within language and culture. In addition, his linguistic consciousness allowed him to be able to identify the relationship between language and ethnicity as an acquired and accidental association rather than a congenital and inevitable relationship. And his linguistic consciousness suggested the possibility that foreign language could have originated from a native language based on a positive assessment of the individual foreign words. As such, linguistic consciousness has been used in a ritualistic manner to recognize Sijo. In Chapter Ⅲ, I have considered the Sijo cognition as it related to Choe Nam-seon. He understood Sijo from both a general and specific perspective. Understanding the general elements of Sijo has allowed for the evaluation in academic and musical personality perspectives as well as the sense of impressive poetic diction reading. By understanding the uniqueness and importance of Sijo, we can gain a deepened sense of self-awareness as well as more knowledge of literary history.
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양근용(Yang, Geun-Yong) 인천대학교 인문학연구소 2018 인문학연구 Vol.29 No.-
본고는 인천대학교 글쓰기 교재의 문제점을 점검하고 그 대안을 제시하는데 목적을 둔다. 우선 작문 교육의 목표와 교재의 구성 체계를 점검한다. 대학 작문 교육의 목표는 작문과 관련된 핵심 개념의 세부범주를 확립하고 교육부에서 고시한 핵심 역량이나 작문 기능을 종합적으로 고려해야 한다. 교재의 구성면에서는 ‘글읽기가 글쓰기이다’라는 명제를 재고할 필요가 있다. 다음으로 글쓰기 기초 이론 영역에서 형식주의 작문 이론을 점검하고 과정 중심의 작문 이론으로 대체하거나 보완할 사항을 제시한다. 『대학인의 글쓰기』에서 작문의 기술 부문을 복구하면 학습자가 학습대상을 재고하고 쓰기의 수단으로 활용할 수 있다. 또한 글쓰기의 절차를 회귀적 모형으로 대체하면 학습자의 글쓰기 습관을 개선하는 방법으로도 적용할 수 있다. 마지막으로 글쓰기 교재의 발문 유형들을 개방형 유형과 폐쇄형 유형으로 정리하고 학습 내용의 영역에 따른 발문 유형의 배정 문제를 점검한다. 글쓰기의 기초 이론 영역에서는 재구성형 발문의 비율을 높이고 적용형 발문과 평가형 발문의 비율을 낮추어 자기관리 역량과 의사소통 역량 강화에 역점을 둔다. 목적에 따른 글의 유형 영역에서는 평가형 발문·추론형 발문·복합형 발문의 비율을 조정해 학습자의 창의적 사고 역량과 지식정보처리 역량의 신장을 강화한다. The purpose of this paper is to review the objectives of writing education of Incheon National University, the basic theory of writing, and types of questions and will suggest alternatives. First, it will examine the objectives of writing education and the composition of writing materials. In order to establish the goals of college writing education, it is necessary to first take into consideration the detailed categories of core concepts related to writing and comprehensively consider core competencies or writing functions notified by the Ministry of Education. In the composition of writing materials, it is necessary to reconsider the proposition that “reading is writing”. Next, the writing materials at Incheon National University should be supplemented with a basic theory of writing. First, in order to cultivate an inexperienced learner as a skilled learner, writing descriptions must be restored. Second, formalist writing theory should be replaced with process-oriented writing and a writer"s cognitive process must be taught visually. Third, the system needs to improve the writing habits of any inexperienced person by replacing the writing process in the linear model to the recursive model. Finally, writing materials at Incheon National University need to establish a system of question types and arrange question types according to the contents of materials taught. In the basic theory section of writing, the ratio of understanding type questions to reconstruction type questions should be increased. And the ratio of applied and assessed questions should be reduced. In the composition section, the ratio of the evaluative questions to inferential questions should be adjusted so that the learner can extend his/her ability to speculate thoughout various aspects.
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