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유영희 대구대학교 2008 敎育硏究 Vol.4 No.1
The Research on the way of Korean language education & learning is good at the side of quantity, is negative at the side of on organization. Looking for the tendency of the study by this time is necessary to organize the way of Korean language education & learning. The Research on the way of Korean language education & learning has been called with several different names and studied seriously. To organize the Research on the way of Korean language education needs an attempt to specialize and unify the catholic concepts. We have to admit that the adjacent concepts are not only co-related, but also independent each other, and also have to admit the frame of the concept by distinguishing and understanding the different concepts. However, because of a premise that the way of Korean language education & learning has to be helpful directly to the teachers, it is not essential, but declarative. These situations explain that the strategy, skill or techniques used at the activities on Korean language education & learning was not effective one, but skill to lead the lessons. Finally, at this step the way of Korean language education & learning can be summarized as follows : the frame of the proclamation or the activity as a technique. Reducing the gap on the concept is an urgent thing to organize the way of Korean language education & learning. And also a misunderstanding among the main body of education should be solved. On the other hand, the degree of recognition for the way of Korean language education & learning has to be expanded. On the position of the teachers, a method to plan the way Korean language education & learning has to be presented. On the position of learners, a method to enlarge the ability for meta-cognition has to be presented, and also the method should be the way to change of the education environment sensitively. Lastly, the method have to be the way that closely related with the contents on the Korean language education & learning.
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유영희 대구대학교 사범대학 부설 교육연구소 2007 敎育硏究 Vol.3 No.1
A historical approach for the curriculum of literature has been discussed by many debaters with several points of view. However, until now the historical approach had usually been inspected based on the minds and specific characters of the education from the 1st to the 2007 revision curriculum followed by a chronicle. These approaches are only useful to understand the mind and the idea or to understand the overall flow of the curriculum of literature. Theses have a limit on examining in details the curriculum of literature and on developing a new education curriculum. An important matter on the aspects of the education is that how we can give a satisfaction to the consumer of the education. A school has to provide an education that can support the individuality of learners and makes learners to feel the worth of learning in their own situations. Based on above point of view, this article took into account the details which constitute the curriculum of literature and considered what kinds of suggestions the details can give when making a new curriculum. The first confusion we face while checking the area of literature on the curriculum of the Korean language is what the covered range of literature can be. Even though sometimes the boundary is not clear, that is relatively easy to access after the 4th curriculum because the area of literature is described independently from the 4th one. To grasp an attribute in detail of the curriculum of literature, this article will describe the specific change procedures as follows: recognition for a genre, recognition for the contents of direction and for a goal and recognition for the concepts. The special characters of the curriculum of literature are defined as the cycle continuation, clarifying the way of the education and the value of the inner mind. This paper is checking out the wrongly proposition related to the education course of literature and suggests the way of the education course of literature. 제7차 교육과정에서 많은 개선이 이루어지긴 하였지만 국가 수준의 현 문서는 교육의 실제적 국면과 일정한 격차가 있다는 점에서 비난을 면치 못하고 있다. 제7차 교육과정 시기 이래 꾸준히 제기되고 있는 교육과정의 지역화와 특수화는 이러한 점에서 주목을 요한다. 문학교육이 구체성을 확보하고 수요자에게 다가가기 위해서는 지금까지와는 다른 시각으로 그 주변을 살펴볼 필요가 있다. 문학 교육과정 또한 처음 시작하는 바로 그자리에서 여러정황에 대해 두루 고찰해야만 한다. 본고에서는 문학 요육과정을 구성하고 있는 세세한 요소들이 어떤 인식 과정을 거쳤는지 장르에 대한 인식, 지도 내용 및 목표에 대한 인식, 개념에 대한 인식의 세 국면으로 나누에 세세히 고찰해 보았고, 그러한 고찰을 통해 추출할 수 있는 문학 교육과정의 특성을 추출해 보았다. 그것은 순환적 지속성, 학습 상황의 구체성, 가치의 내면성으로 요약된다. 한편 이를 통해 문학의 세부 지도 내용은 문학 장르의 일반적 성격에 준하여 추출하는 것이 바람직하며, 문학 활동과 읽기 활동은 각각의 독자성을 고려하면서 구체적인 내용을 구성하는 것이 바람직하고, 문학 교육과정은 실행 국면을 고려하여 국가 수준에서 일관성 있게 지침으로 제시하는 것이 바람직하다는 개선 방향을 제시하였다.
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