조선족 소학교 국어 교육과 한국의 초등학교 국어 교육의 비교 연구(1) -교육과정을 중심으로-

김기창,정상섭 청람어문교육학회 2011 청람어문교육 Vol.43 No.-

本論文通過朝鮮族小學與韓國小學的國語敎學課程的比較分析,了解朝鮮族國語敎學的特點,試圖摸索出一套韓國與朝鮮族之間國語敎學的聯動方案。幷在此基礎之上,開피出韓國小學國語敎學未來的發展方向。通過韓國小學的國語課以及朝鮮族小學的國語敎育課程的比較發現,其中最大的特點是朝鮮語文的敎學課程標准在흔大程度上受到了來自韓國第七次敎育課程改革的影響。無論是課程的整體結構,還是聽說讀寫等各個方面,均受到了韓國第七次敎學課程的直接影響。朝鮮語文的敎學課程標准良好地繼承了民族敎育的傳統,然而我國的國語敎育界却被批評爲全盤毫無保留地接收外國語言敎學模式。我們相信,朝鮮語文敎學所表現出來的種種特點無疑將可以成爲我國敎育界値得借鑒的範例。閱讀方面强調朗誦與朗讀、背誦詩歌,寫作方面强調寫字練習,在傳承民族傳統文化的視角來看,諸如此類的方法都是我們値得參考的。朝鮮語文敎學的령一大特點是,不僅是將國語課看作是單純的語言功能科目,而是將其作爲陶冶人文素養、培養健全人格的人文類科目。盡管國語課的語言科目功能非常重要,但是作爲傳承民族文化的重要媒介,有必要積極思考如何才能在敎學過程中充分體現出民族的精神、文化與價値觀。

수업비평을 위한 관찰 요소와 모형

진용성 ( Yong Seong Jin ),박태호 ( Tae Ho Park ),신헌재 ( Hun Jae Shin ) 청람어문교육학회 2014 청람어문교육 Vol.50 No.-

This study aims to make the elements and models of classroom observations for Class Critique. Difficulties in the field of classroom observation ‘someone’s eyes, what, how do you watch?’. So, investigate the preceding researchs which is about the literary criticism applied to class critique. In order to more detailed and comprehensive discussion of the theory, This study look of transaction between literary criticism and theory of class, The literary criticism, criticism and theory of teaching that are considered to be structurally related. First of all, literary theory based on the theory ‘focalization’. It can explains comprehensive perspective. and The Some coordinates of Art Criticism is complemented by the theory of class. finally, apply functions of literary criticism to classroom observations. and deduce the important of ‘view of appreciation’, ‘view of evaluation’. And made the model of classroom observation for the class phenomenon. Therefore, improvements of Class which the traditional teaching methods and modern methods, will be to cooperate complementary rather than exclude each other.

스마트교육 시대 국어과 교사들의 교육과정 재구성 실태 조사

김주환 청람어문교육학회 2014 청람어문교육 Vol.50 No.-

This survey study investigated 203 Korean language arts teachers’s perceptions on SMART education and their curriculum reconstruction. This study, first, found out Korean language arts teachers did not properly prepared for adapting SMART education yet, although they supposed that SMART education would have positive influences on teaching and learning their subject. Korean language arts teachers clearly recognized the necessity of curriculum reconstruction and modification; however, in reality, their modification was very limited in the level of textbook use for enhancing students’ interest in textbook, due to the pressure of school exams. The results of this study call for the changes of school exams in order to encourage teachers’ curriculum reconstruction in the era of SMART education. Creating more unrestricted culture of adjustment not only the curriculum but also textbooks, and offering various materials to support for curriculum reconstruction would be helpful for teachers.

수업전문성 신장을 위한 학습공동체 사례 연구

김병수 ( Byong Su Kim ) 청람어문교육학회 2014 청람어문교육 Vol.50 No.-

This study aims to inquire meaning from the learning community on a Korean language instruction which is composed of first-grade teachers in ``S`` elementary school and an expert from CNUE in 2011-2012. To inquire meaning from the learning community activities, I try to a self-study methodology. The main activities of learning community are as follows:‘understanding Korean language instruction’, ‘analysis instruction through domain content understanding’, ‘reinforcement teacher’s perceptions on their student through subject development’, ‘speaking competency and planning the lesson in collaboration with members’. In conclusion, this study found that a PLC program in which teachers maintain a collaborative relation with researchers in universities and participate in the Korean language learning community may enhance teachers’ instruction professionalism.

초등 학습독자의 문학 반응 쓰기 양상 분석 연구 -자유 반응 쓰기와 관점 선택 반응 쓰기를 중심으로-

서민정 ( Min Jung Seo ) 청람어문교육학회 2010 청람어문교육 Vol.41 No.-

The purpose of this study is to suggest free response writing and perspective selection response as a method of content organization in literature response writing, and to grasp the literature response writing actual conditions by analyzing elementary learned readers` literature response writing. Based on the study results, the instruction direction of literature response writing is suggested as follows. When a perspective is suggested in literature response writing, learned readers feel less learning burden. It is more appropriate for high-proficiency learned readers to write freely rather then to suggest the specific perspective. Literature response text writing related in their own experience makes learned readers look back over their daily lives introspectively. It helps to develop the discernment to see a literary work in several perspectives.

설명문 쓰기 능력 발달 연구 -초6에서 고1 학생들을 중심으로-

가은아 ( Eun A Ka ) 청람어문교육학회 2010 청람어문교육 Vol.41 No.-

The aim of this paper is to analyze 6th to 10th students` development of expository writing ability. To do this, a lot of data were gathered from 170 students and analyzed by statistical methods. The analytical results are following. Firstly, the expository writing ability of who are 9th and 10th grades develops drastically. Secondly, writing ability of contents area is showed remarkable increase aspects at 9th and 10th grades. Organizational ability and mechanical ability are developed drastically at 9th grade, and express ability is developed rapidly at 10th grade. Thirdly, ability of expository writing is that female students are far superior than males. Furthermore female students are skilled in contents, organization, and expression area than males.

09개정 국어과 교육과정에 있어서 선택과목의 편성과 운영 방안에 대한 한 검토

김영미 ( Young Mee Kim ) 청람어문교육학회 2010 청람어문교육 Vol.41 No.-

Language is the method that a man organize the world. Korean language education is the most impotent subject for organizing the world. But it`s position will be weakened in the next term. Curriculum of highschool in the next term all subjects are optional. And Korean language education consist of four subjects-Korean, speaking and writing Ι·Ⅱ, reading and grammar Ι·Ⅱ, literature Ι·Ⅱ. It has many problems. First, because two domains of Korean education are fastened, the identity of speaking, writing, reading and grammar will be appeared. Second, all subjects will compete with each other for student`s choice. But it is not a choice by them. In this conditions, Korean language education in highschool will be fail. Therefore in the next term Korean language must hold the maximum value. And students must learn Korean language during 3years. By this it will be possible Korean language education heading for a person`s completion.

청람어문학 제 1 집 목차

학회자료 청람어문교육학회 ( 구 청람어문학회 ) 1989 청람어문교육 Vol.2 No.1

2009 개정 고등학교 국어 선택 교육과정의 현황과 과제

정구향 ( Koo Hyang Jeong ) 청람어문교육학회 2010 청람어문교육 Vol.41 No.-

The purpose of this study is to investigate on the background and the main contents of the 2009 Revised High School Korean Language Curriculum and to suggest the further study for developing a new curriculum. The Korean Language Curriculum has showed a exceed unbalance in the view of the optional ratio between the Korean Language optional subject, and it has been pointed out the problem of Korean Language education system. Due to promote for the balanced learning with the normalization and substantiality, the 2009 High School Korean Language Curriculum is revised based on suggestions of Presidential Advisory Council on Education, Science & Technology. The 2009 High School Korean Language Curriculum was reorganized. the 2007년 Korean Language Curriculum by the shortest time. With investigation for the applied state of 2009 Revised Korean Language Curriculum in high school, it is required to find the problem of the revised curriculum and to prepare for further study to seek the essence of Korean language education with in-depth basic research.

교화적 서사 읽기와 서사 교수-학습 방법

선주원 ( Ju Won Seon ) 청람어문교육학회 2010 청람어문교육 Vol.41 No.-

This research had the purpose that examined the concept and the necessity of edificatory narrative reading and edificatory teaching in a point of Richard Rorty`s edification philosophy, made the instruction- learning method for edificatory narrative teaching. Edificatory narrative reading seeking `the truth` make that the learner communicates the different interpretations with his comprehension or interpretation, constructs the more extensive meaning of the narrative. In the state of narrative teaching, learning-reader opens himself by the edificatory narrative reading action that reforms and takes care of himself, persuades the other learning-reader by the non-compulsion method that receives his new interpretation action. For these persuasion, a learning-reader changes the interpretation system of the other learning-reader in the point of himself. The instruction-learning stage for the edificatory narrative teaching divided into `evaluating narrative reading method`, `selecting narrative reading method`, `persuading narrative reading method`, `appling and ruling narrative reading method`.