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。

대학생 글에 대한 총체적 평가와 분석적 평가의 결과 비교 연구

정희모 ( Hee Mo Jung ),이재성 ( Jae Seong Lee ) 청람어문교육학회 2009 청람어문교육 Vol.39 No.-

This study examined the differences between Holistic scoring Methods and Analytic scoring Methods, and aimed to identify the sources these difference. The results of this study were that Holistic scoring Methods give higher scores than Analytic scoring Method and there are significant causes to this. The scores of the `Topic` and `Content` sections using the Analytic Scoring Methods have a significant correlation with the scores derived from the Holistic Scoring Methods. On the other hand, the scores of the `details` and `vocabulary` sections have a high correlation with the scores derived from the Analytic Scoring Methods. The writings which got higher scores using the Analytic scoring Methods were given higher scores particularly in `vocabulary` and `sentence and grammar`. In addition, the scores in the `vocabulary` and `sentence and grammar` sections using the Analytic Scoring Methods were relatively higher compared with the scores of other evaluated components. The `sentence and grammar` sections were given especially higher scores than other components; by an average of than 1.0 points.

청람어문학 제 1 집 목차

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

중등학생 필자의 독자 인식 양상

정혜승 ( Hye Seung Chung ),서수현 ( Soo Hyun Seo ) 청람어문교육학회 2009 청람어문교육 Vol.39 No.-

Based on the notion that increasing awareness on audience is important for student writers in teaching writing to develop students` writing skills, this research examines the aspects on audience awareness of secondary school student writers. The following five research questions were raised for this research: (1) whether secondary school students think it is important to consider the audience when writing; (2) how much do they think about the audience when writing; (3) Why do they consider the audience when writing; (4) Who do they evoke as the audience when a target audience is not set for them; and (5) are they aware that they write considering different audiences. A questionnaire was given to 265 eighth and tenth graders in Seoul and Gyeonggi-do middle schools and high schools, who were also given a writing task. The survey and student writing showed that audience awareness is important. The students thought that they were good writers if they think about the audience, and recognized that their writing should change when the audience changes. When a target audience is not set, they set unknown open being as the audience. This answers is related to identity students recognize when they write, and relationship with the audience they set when they write. The result of this research suggests the following. Students should be taught of specific audience consideration strategies to construct the audience and converse with the audience. They also should be provided with various audiences to write for many opportunities about writing`s contents and methods.

논술교육이 수능 성적에 미치는 영향 분석

이영진 ( Young Jin Lee ) 청람어문교육학회 2009 청람어문교육 Vol.39 No.-

The major purpose of this study is to analyze the impacts of essay instructions on Korea college scholastic aptitude test (KSAT). The main focus is as follows: 1. whether the students who took an essay course show meaningful differences over those who did not 2. whether the students who finished the essay course make differences in the SAT scores, depending on various methods: aim of essay learning, essay starting time, learning method of essay, type of essay program 3. perceptions and views of students towards the essay instructions and the SAT. I carried out a survey of 360 students who applied for the SAT in 2009 to analyze the above three things. After using Frequency Analysis, Independent T-tests, one-way Analysis of Variance (ANOVA) and Correlation Analysis, I analyzed the results. The results of frequency analysis indicate that the students of liberal arts took essay instructions through public and private education once or twice a week for the SAT. According to the results of T-test, there were meaningful differences in the all areas of SAT in the case of the students who finished essay courses. The results of one-way analysis of variance on essay instructions demonstrated that there is a correlation between essay instructions and the SAT scores. In a correlation analysis on essay instructions, there showed some relations among these factors: aim of essay learning, essay starting time, learning method of essay, type of essay program. In a survey on cognition of students about the relationship between essay instructions and the SAT, students mentioned that essay instructions have significant impacts on verbal section in the SAT. Given the fact that acquiring the `knowledge of integrated curriculum`, understanding analytical skills, problem solving skills and creativity are related to the SAT, we can see that essay instructions have positive effects on the SAT scores as well as improvement on essay.

주제중심 토론극화수업의 모형 정립

이경현 ( Kyung Hyun Lee ) 청람어문교육학회 2009 청람어문교육 Vol.39 No.-

The purpose of this study was to verify the effect of an discussion dramatic class on middle school students and was to make an offer teaching-learning model. First of all I see a theoretical base to provide the method of educational drama and the Korean language curriculum. And to inquire a propensity of middle students by `speaking, listening, reading, writing` questionnaire of preference for assessment at middle second graders students composed of 5 classes in Seoul. As well to inspect positive effece of this program have influence on speaking and writing etc. So this study purposed concrete teaching-learning model through this study on the perception of discussion dramatic class. And its implication of education is more meaningful: panelist`s acquiring of cognitive and affective behavior, strategic teaching-learning active, sustain and integrative ability to use Korean of theme-based, performance teaching-learning goal which is suitable for middle school students of cognitive development stage, substaintial media education, roll allotment that is adaptive to learner`s interest and ability. And this study proposed the orientation of educational drama.

평가 예시문을 활용한 쓰기 평가 개선 방안

박영민 ( Young Min Park ) 청람어문교육학회 2009 청람어문교육 Vol.39 No.-

This paper explore the improvement of writing assessment method based on anchor papers for assessment. There is writing assessment using anchor papers in efficient method to overcome writing assessment had shortage inter-raters reliability low. Anchor papers maintain more higher inter-raters reliability by using criterion and reason of writing assessment. The type of anchor papers are `the pared anchor paper` and `the standard anchor paper`. The former means that `the pared anchor papers` is pared on the writing criterions and standards, the latter that `the standard anchor papers` are representative essays from randomly collected them of other students. The merits of writing assessment using the anchor papers are that: (1) it make the standards based assessment to anchor paper based assessment, (2) it take up inter-raters reliability, (3) it cur off load of writing assessment, (4) it make writing assessment to standard assessment.

국제결혼 가정 자녀의 의사소통능력과 국어과 교수-학습에 영향을 미치는 변인

전은주 ( Eun Joo Jeon ) 청람어문교육학회 2009 청람어문교육 Vol.39 No.-

The present study focused on the children of a family whose parents were internationally married. Five factors-years spent in Korea, academic achievements, personality, cultural and academic background of the parents were analyzed for possible impact on the children`s communicative competence, self-recognition about Korean proficiency and Korean teaching-learning. First, years spent in Korea was associated with `difficulty in group activity`, `difficulty in speech/discussion in class`, and `difficulty in writing in class`. Second, academic achievement affected self-recognition about Korean proficiency and Korean teaching-learning. Third, positive personality was associated only with nonverbal expression, but not with other aspects of communicative competence in every day life. Fourth, cultural background of their parents did not influence on the daily communicative competence, nor on the self-recognition of the Korean proficiency. Fifth, academic background of the mother was associated with `listening comprehension` and `difficulty in understanding mass media` and `understanding literature`.

실용 시대, 국어교육의 정체성 모색

이재기 ( Jae Ki Lee ) 청람어문교육학회 2009 청람어문교육 Vol.39 No.-

This study aims to investigate the discourse of English education reinforcement critically and to reconstruct the identity of Korean language education from the viewpoint of `practicality`. This study suggests some opposite arguments against the discourse of English education reinforcement: first, English is not such useful in everyday life and task performance. Second, English oppress Koreans. Lastly, the course of English study may reinforce the colonialism of subject. To reinforce the practicality of Korean language education, we must discuss renewedly some aspects of Korean language ability which have been neglected and belittled. This study suggests civic literacy, job literacy, personal literacy, cultural literacy.

미국 ACT 문항 분석을 통한 수능 언어 영역 개선 방향 탐색

박기범 ( Ki Beom Park ),노은희 ( Eun Hee Noh ) 청람어문교육학회 2009 청람어문교육 Vol.39 No.-

ACT is one of requirements of admissions to the U.S.A. colleges. ACT is the standardized examination similar to Korea`s CAST(College Scholastic Ability Test). The purpose of this study is to provide suggestions for the Language Section of CSAT in Korea, on the basis of comparing those of U.S.A. In order to achieve the aim of this study, we particularly analyzed the critical reading items, the writing items on the SAT Reasoning Test and the literature items on the ACT Subject Test. The results of this study are as follows: First, passages vary in length and have many items. Second, the critical reading items measure a student`s literal and inferential comprehension ability, and the writing items focus on a student`s vocabulary and grammar proficiency. Third, the questions are stereotyped, repetitive, and simple. Therefore most of the students are accustomed with these types of questions and come to feel easy understanding the questions. Forth, passage difficulty is appropriate for high school students, but item difficulty is easy for them. Because all of items are selected from the Item Bank according to item difficulty, the ACT can constantly maintain the degree of difficulty. Fifth, writing section includes multiple-choice questions and an essay. The essay tests students` ability to articulate a coherent argument, supporting a point of view on an issue specified on the test.