PCK의 측면에서 본 초등 국어교과서 어휘 교육 내용의 활동 구성 검토

이경화(Lee Kyeng Hwa),김지영(Kim Ji Young) 학습자중심교과교육학회 2012 학습자중심교과교육연구 Vol.12 No.3

이 연구는 초등학교 국어교과서의 어휘 관련 교육 내용이 교수·학습의 효율성을 얼마나 보장할 수 있는지에 대해 비판적으로 살펴보고자 하였다. 이를 위해 PCK(교 수내용지식)의 측면에서 교과서 활동의 구성 원리를 점검해 보고자 했다. 특히 국어 교과서 어휘 교육 활동에 국어과 교과 내용에 대한 지식과 학생들의 어휘 학습에 대 한 지식이 내용 지식(CK)과 교수 지식(PK)으로서 면밀하고 조화롭게 반영되었는지 를 비판적으로 점검해 어휘 교육의 실제적 효과 제고를 위한 교과서 활동 구성 원리 에 시사점을 제공하는 데 이 연구의 목적을 두었다. 이를 위해 교과서 활동 구성 원리로서의 PCK 분석 요소로 1) 어휘 수업에 대한 지향, 2) 국어과 교과내용에 대한 지식, 3) 학생들의 어휘 학습에 대한 지식, 4) 어휘 수업을 위한 교수 전략과 표상에 대한 지식, 5) 국어 평가에 관한 지식을 설정하고, 이에 준하여 교과서 활동을 분석해 보았다. 분석 결과 얻을 수 있는 시사점은 크게 두 가지로 살펴볼 수 있다. 첫째, 국어교과서 활동 구성에 PCK를 고려해야 할 필요 성을 확인하였다는 것이다. 둘째, 교과서 활동의 점검 기준으로서 PCK 확립을 위해 서는 교과 내용에 대한 지식이나 학습자의 학습에 대한 지식 등 관련 분야 기초 연 구의 필요성이 더욱 절실하다는 점이다. This study is intended to check the efficiency through the critical review of the vocabulary educative contents in elementary Korean textbook. For this, I investigate the constructional principles of elementary Korean textbook′s activities the perspective of PCK. Especially I check wether the subject matter knowledge and the comprehension knowledge about students are reflective in elementary Korean textbook′s activities elaborately or not. From this, I find implications for selecting principles of constructing elementary Korean textbook′s activities. In this study the elements of PCK as principles of activities` construction can be divided into 5: 1) orientations toward teaching vocabulary, 2) content knowledge of Korean language, 3) knowledge about students′s vocabulary learning, 4) knowledge about teaching strategies and representation for vocabulary instruction, 5) knowledge of assessment There are two implications for this investigation. First, It′s important for constructing Korean textbook′s activities to consider PCK factors. Second, a fundamental study for the comprehension knowledge about students is required to establish PCK as standards of examining the suitability in Korean textbook′s activities.

학습클리닉 부진학생 국어(읽기)학습 콘텐츠 개발 연구

이경화 ( Kyeng Hwa Lee ) 청람어문교육학회 2010 청람어문교육 Vol.42 No.-

In this study, I revised Seoul education research & information institute`s low achiever koran reading clinic program and suggested some improvements. The traits of the developed contents are belows. 1. the selection of fundamental learning content from the regular korean curriculum at each grade. 2. the adoption of storytelling formation to induce learner`s interest. 3. the information of study know-how 4. the emphasis of mutual interaction between the learner and study helper. 5. the use of game tool at assessing. Above all, the adoption of storytelling formation in cyber learning program is quite unique from the other contents. The low achievers tends to get be more interested in learning when they study with the storytelling contents rather than they study with the one sided explanation contents. So, I unfolded this study with the storytelling type on the whole. The storytelling type of learning which is the trait of the Seoul Cyber-home learning`s contents development can give us new clue not only to the low achiever but also to the general learner also.

도서관 활용 독서교육의 방안

이경화 ( Kyeng Hwa Lee ) 청람어문교육학회 2005 청람어문교육 Vol.32 No.-

창의성 신장을 위한 국어과 교수 학습 분석

이경화 ( Kyeng Hwa Lee ) 청람어문교육학회 2003 청람어문교육 Vol.26 No.-

Lately, there are also many researches on creativity in Korean language education. These researches shows us not only what creativity means and what it is composed of, in Korean language usage and education, but also that it is possible to promote creativity through Korean language education. Creativity promoting programs and teaching and learning materials in Korean language lay emphasis on factors which can increase the ability to think creatively in teaching process. But there is discordance between these materials and actual teaching and learning process. So I monitored Korean language instructions in 4 elementary schools. my check points in observation were the question of the teacher, the reaction of the teacher and talk interaction which occurred by the criteria of exchange of the topic and turns in Korean language teaching and learning process. When I analyzed the questions of the teacher, those affected more often as obstacles rather than as incentives to promote the creativity. In the analysis of the reactions of the teacher, those also affected negatively in promoting the creativity. when I studied the content of the lecture, the teachers played the main role and the student`s participations were rare. Creativity education should start in the creative and active teaching and learning process by the teacher. We should reflect ourselves in the aspects of promoting creativity in Korean language education, and correct ourselves.

2007 개정 초등 국어 교과서 개발 과정 연구

이경화 ( Kyeng Hwa Lee ) 청람어문교육학회 2011 청람어문교육 Vol.43 No.-

The purpose of this study is to explore the development procedure and process of the 2007 revised elementary school korean textbook by the members of the korea national university of education, seoul national university of education and the government designated textbook compilation committee, and to suggest improvement. By the point view of the Improvement, this revised elementary school korean textbook is transformed from the government designated textbook system to the government competition designated textbook system. By the principle of the government competition designated textbook system, the development process of the korean language textbook can be classified with the 4 process of stages, as 1) plan, public competition, entrust stage, 2) research, writing stage 3) investigation, revision stage 4) publication, supply stage. I hope that substantial improvement be made in next korean textbook development by the reflection of problems.

언어적 창의성의 개념과 국어과 교육 내용 연구

이경화 ( Lee Kyeng-hwa ) 한국초등국어교육학회 2003 한국초등국어교육 Vol.23 No.-

Lately, there are also many researches in creativity in Korean language education. These researches shows us not only what creativity means and what it is composed of, in Korean language usage and education, but also that it is possible to promote creativity through Korean language education. Language activity in Korean language education is closely related with the creativity. language activity which is the core in korean language education is not separate from the creativity, but it is also am independent subject which can expand creativity. But it is doubtful whether general concept is established about korean language education and creativity, and also whether how much contribute selected content and teaching method in cultivating the creativity. In my thesis, I established the concept of the linguistic creativity with the creativity and the creative korean language usage ability. The foundation of linguistic intelligence is creative contemplative faculty and linguistic intelligence is the mental process which make new or original product from the present elements in expression situation by korean language understanding and also which will have the ability of appropriateness and usefulness step by step. Therefore, creative korean language usage ability which is the aim of the korean language education is based on creativity thinking and centered the linguistic creativity.

초등 국어과 교육과정 적용의 문제점과 개선 방안

이경화 ( Kyeng Hwa Lee ) 국어교육학회 2002 국어교육학연구 Vol.15 No.-

국어 교과서에 대한 비판적 점검 및 교과서 개발 방향 ; 초등학교 국어교과서 단원 구성과 전개 방식 탐색

이경화 ( Kyeng Hwa Lee ) 국어교육학회 2006 국어교육학연구 Vol.27 No.-

이야기 글 요약하기의 개념과 의미

이경화 ( Kyeng Hwa Lee ),이미영 ( Mi Young Lee ) 한국교원대학교 초등교육연구소 2011 초등교과교육연구 Vol.14 No.-

이야기는 문학교육이나 읽기교육 측면에서 하나의 훌륭한 제재로서의 기능을 하고 있다. 이야기를 읽고, 그것을 잘 이해하는 것은 곧 이야기를 잘 감상할 수 있게 해주는 바탕이 된다. 이야기를 이해하기 위해 요구되는 지식에는 이야기 구조에 대한 지식, 이야기의 연결 관계에 대한 지식, 인물의 행위 순서에 대한 지식 등이 있다. 이러한 지식들을 통합하는 것이 바로 ``요약하기``이다. ``요약하기``는 글의 내용과 짜임을 분석하고, 통합하여 이해하는 것과 관련된 종합적 행위로서, 요약하기를 통해 주어진 글을 얼마나 잘 읽었느냐, 어느 정도 이해했는가를 측정할 수 있다. 그러나 이야기 요약하기가 읽은 내용을 분석하고 종합하는 중요한 독해 능력임에도 불구하고, 학교 현장에서는 요약하기의 구체적인 학습 방법이나 전략이 충실히 지도되지 못하고 있어 학생들은 요약하기 과제를 부담스럽고 어려운 과제로 인식하고 있는 실정이다. ``요약하기``는 글의 내용과 짜임을 분석하고, 통합하여 이해하는 것과 관련된 종합적 행위로서 요약하기 과제를 수행하기 위해서는 요약하기 개념을 명확히 하고, 요약하기 원리를 이해해야 한다. 이야기 글 요약하기 원리로 이야기 구조 파악하기, 중심 내용 간추리기, 요약글 완성하기를 제시하였다. A narrative is one of good subject matters for literary education or reading education. Reading and having a good understanding of a narrative are mandatory for successful appreciation. To have an excellent understanding of a narrative, knowledge on the structure of the narrative, connection between different parts of the narrative and the order of the actions of the characters is required. Integrating all the knowledge is the very ``summarizing.`` ``Summarizing`` is a synthetic behavior of analysis, integration and understanding, and that makes it possible to evaluate reading comprehension. Indeed, narrative text summarizing is integral skills of analysis and synthesis, but there are neither specific learning methods of summarizing nor efficient teaching strategies for that in school education. So students view summarizing as one of elusive and demanding tasks. As ``summarizing`` is a synthetic behavior to analyze, integrate and understand the content and structure of a narrative, it`s needed to take a more systematic approach to the performance of a summarizing task. The purpose of this study was to devise the stages of narrative text summarizing, learning strategies for each stage and a corresponding instructional model in an effort to foster the systematic summarizing skills of students. The purpose of this study was to describe the concept and characteristics of a narrative, the concept of summarizing and the importance of narrative text summarizing. A ``summary`` is ``a reconstruction of the core of a narrative through a synthetic understanding of the structure and content of the narrative, and narrative text summarizing was defined in this study as an activity that one understands the given text and reconstructs it in one`s own language instead of merely looking for the core of the text or abbreviating it. If ``summarizing`` is successfully utilized as a major strategy to understand a narrative, that will make it possible to improve the synthetic understanding of learners and their literary response.

국어교육과 교과서 ; 통합적 국어 교육을 위한 초등 국어 교과서 개발 방안

이경화 ( Kyeng Hwa Lee ) 국어교육학회 2011 국어교육학연구 Vol.42 No.-

The purpose of this study is to explore the method of integrating language arts in <language>, <language activities> korean language textbook development which are issued by the 2011 revised elementary textbook. The <language> and <language activities> which are revised in elementary korean language textbook this time are epoch making changes. At this revised textbook, more broaden type of integrating language arts approach is required. So, I suggested external and internal structure which is need to reflect the integrating language arts approach regularly. For the external structure of integrating language arts, it is desirable that <language> <language activities> are structured as ``dependent type`` in content connection, as ``transformational independent type`` in content apportionment and ``teaching and learning type`` in the use of the supplement textbook. For the internal structure of the integrating language arts, the realization of the understanding learning, applying learning and integration principle is essential. In Korean language arts, the integrating language arts is epoch paradigm. I sincerely hope the successive research which can support the meaning of the integrating language arts in new textbook.