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국어과 교육의 한국 문학 전통 교육 내용 연구 - 해방 이후 교육과정과 국어 교과서 검토를 중심으로 -
조희정 ( Cho Hee-jung ) 한국어교육학회(구 한국국어교육연구학회) 2018 국어교육 Vol.0 No.163
In this paper, I examine historical changes in the content of educational programs regarding the Korean literary tradition within the Korean language subject area by examining Korean language curriculums and textbooks after liberation. Most of the items related to tradition within the Korean language curriculum have been discussed at the high school level. Traditional items disappeared temporarily after appearing in the 1st and 2nd curriculum, and appeared again in the 7th curriculum, leading to the revised 2009 curriculum. Regarding the 1st and 2nd Korean language textbooks, the textbook materials of Yang joo-dong and Cho Yoon-jae have a certain influence on the contents of traditional education in Korean literature to this day. Because the material of Lee Ki-BaK is repeatedly included in high school Korean textbooks, the concept of tradition described in this article was accepted as a basic point of view by learners for 30 years from the mid-1970s to the mid-2000s. In educating about the tradition of Korean literature, “the heuristic attribute of tradition” needs to be utilized more positively. The subject of Korean literary tradition should be opened and expanded for the learner in the literary classroom, and interactive and mutual communication about Korean literary tradition existing between medieval and contemporary literature should be actively considered.
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서영진 ( Seo Youngjin ) 한국어교육학회(구 한국국어교육연구학회) 2018 국어교육 Vol.0 No.163
The purpose of this study is to investigate the reading maturity of university students, who have been neglected in reader development studies. For this purpose, the study analyzed reading maturity aspects of 685 freshmen university students and compared group differences across academic disciplines. Reading maturity was analyzed based on six factors: basic reading skills, reflection and life changes through reading, interest and attitude toward reading, advanced reading skills, reading for understanding humanity and life, and reading for knowledge acquisition and expansion. Results showed that, the overall reading maturity of the study group was only moderate. The percentage of respondents who answered that their reading maturity level was less than normal was 40.6%. Analysis of sub-factors related to reading maturity showed that “interest and attitude toward reading”, which plays a very important role in inducing reading behavior, was found to be the weakest. Although “basic reading skills” and “advanced reading skills” were the skills practiced most in reading education courses in elementary, middle, and high school, respondents’ self-assessments and effectiveness of reading skills in these categories were average. Reading activities were performed more for “reading for knowledge acquisition and expansion” than “reading for understanding humanity and life”. In terms of group differences, the reading maturity of students in the natural and science divisions was lower than that of the students in the humanities and society. Additionally, the reading maturity of students with grade 4 or below of the high school scores in Korean language and SAT scores were low. More attention is needed for students whose reading maturity is relatively weak.
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국어 기본 어휘 선정을 위한 기초 연구 -현황과 과제를 중심으로-
이삼형 ( Lee Sam-hyung ),김시정 ( Kim Si-jeong ),김정선 ( Kim Jung-sun ) 한국어교육학회(구 한국국어교육연구학회) 2017 국어교육 Vol.0 No.156
This study is to discuss research results and tasks focusing on the theme such as the criteria for selecting fundamental vocabulary, the analysis for measuring units, and the construction for a corpus needed for selecting the fundamental vocabulary for Korean language and to redefine the concepts of fundamental vocabularies in Korean. And also, this study is to include daily vocabulary as well as technical fundamental vocabulary which is the basis of the Korean life in the concepts of Korean fundamental vocabulary and to be expanded to adults by approaching Korean fundamental vocabulary from the viewpoint of lifelong education. The fundamental vocabulary selection for Korean language constructs a corpus, sets measuring units for analyzing it, and selects and grades a vocabulary list by setting a standard for selecting a fundamental vocabulary. The construction of a Korean corpus was a national policy initiative, aimed at a large corpus. The corpus for the selection of Korean fundamental vocabulary should be designed on a scale which is suitable for the purpose of use, and should have the balance and the representation that show the language condition of adults and the elementary, middle, and high school students, including infants.
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알고-휴리스틱 이론을 적용한 한글 맞춤법 원리의 교수 설계 방법
박종미 ( Bak Jong-mi ) 한국어교육학회(구 한국국어교육연구학회) 2016 국어교육 Vol.0 No.155
The purpose of this study is to suggest the instructional design for learning the rules of Korean orthography efficiently and effectively. For this purpose, I apply Algo-Heuristic Theory that appropriates for teaching the thinking process of understanding the complex knowledge. As a result, The course for which the rules of Korean orthography applies was represented. It is to select valid write type. and Instructional-Design method this representation applies was suggested. To verify applicability and effectualness about this method, I applied this method in class on the rules of Korean orthography for university students. Consequently, this instructional-design is make student select a valid write type of the word that is concerned the rules of Korean orthography that is not presented during the class. This shows that “Instructional-Design of principles of the rules of Korean orthography Based on Algo-Heuristic Theory” can be an effective teaching method in it is impossible situation to teach all of the rules of Korean orthography directly.
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최미숙 ( Choi Meesook ) 한국어교육학회(구 한국국어교육연구학회) 2018 국어교육 Vol.0 No.163
The purpose of this study is to analyze changes and trends in Japanese native language education. For this discussion, we analyzed the new curriculum guidelines that were introduced in 2017. In the 2000s, Japan began to emphasize the importance of solid academic ability in students after receiving criticism for the perceived “lower education” in Japan. PISA-type education were especially emphasized and were set as an important direction in Japanese native language education. In addition, IB education was introduced to change public education. The new curriculum guidelines emphasize “subjective and interactive deepening learning” as well as “active learning” based on “knowledge and skills,” “thinking, judgment, and expressive power.” The direction of Japanese native language education provides a meaningful example of native language education in the era of globalization. However, the fact that the direction of native language education is closely linked with PISA-type education and IB education is a concern because it can lead to international competition.
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학습 목적 글쓰기 교육에 대한 반성적 검토 - 2015 국어과 교육과정의 성취기준 분석을 중심으로 -
장성민 ( Chang Sung-min ) 한국어교육학회(구 한국국어교육연구학회) 2016 국어교육 Vol.0 No.155
This study aims to investigate the contents of the Writing to Learn education in 2015 Language Arts curriculum and to explore alternative ways to overcome those problems. Conceptualizing “Writing to Learn” is on the basis of the social voice to meet the need of changing secondary school writing class as well as the theoretical issues and discussions about First-Year Composition(FYC) in college. Based on the theoretical backgrounds of Writing from Sources such as Multiple text comprehension, Discourse synthesis, Argument, and Rhetorical reading, this study purposed the educational contents for Writing to Learn as follows: ⒜ Cognitive response to multiple text, ⒝ Reconstructing information, ⒞ Argument as a social communication skill, ⒟ Critical understanding and rational decision making based on the writer`s own rhetorical perspective.
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