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- 발행기관 : 한국어교육학회(구 한국국어교육연구학회) (검색결과 893 건)
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원진숙 ( Jin Sook Won ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.151
In the past decade, Korean as a Foreign Language Education received increasing attention in Korean Language Education field due to two major factors: the rapid increase of culturally and linguistically diverse students in Korea, and the introduction of the 2012 National KSL(Korean as a Second Language) Curriculum. Naturally, Korean as a Foreign Language Education is distinguished from Korean Language Education concerning its purpose, content, and methods of education. Nonetheless, they also share a common factor in that they both teach the same language, Korean. So this study shall organize the relationship of these two fields by focusing on their academic adjacency and differences. Specifically, this study is based on the analysis of research results over the past decade, which are based on culturally and linguistically diverse students within the domain of Korean language education. Therefore, examining the connections between Korean Language Education and Korean as a Foreign Language Education was possible. Using the academic research information service(http://www.riss.kr), we analyzed various theses and papers on Korean Language Education in a meta-volume statistics mechanism. Through this, we identified that research based on Korean as a Foreign Language Education are showing numerous outcomes within the realm of Korean Language Education. Looking at these results in their respective themes, it was clear that research took place in this very order: teaching methodology research > contents based research > policy and situation related research. Here, an interesting discovery was that the teaching methodology research were more stressed than contents based research. This is because the cultivation of a ‘KSL Education system’ for culturally and linguistically diverse students was an urgent problem that needed to be addressed. These research studies on teaching methodology related reseach mainly emphasizes building a KSL system that supports language education for multicultural students inside the public school. Some examples of this emphasis are studies on the KSL(Korean as a Second Language) Curriculum, the development of standard KSL textbooks, the activation of KSL education programs, and training programs to enhance teachers’ competence. On the other hand, contents based research field which is the base of KSL Education, lacked in research results and appeared to be in an imbalanced state. In this regard, active interaction with the field of Korean as a Foreign Language Education, which has a relatively higher research capacity is definitely required. In addition, this study suggests that Korean Language Education and Korean as a Foreign Language Education must overcome their academic boundaries and join hands in concerning KSL education, thus bringing mutual development in both fields.
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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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일반논문 : 다문화 가정 아동 대상 한국어교육을 위한 학습 활동 구안
손다정 ( Da Jung Son ),정다운 ( Da Woon Chung ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.149
This paper has the objective to suggest specific specialized learning activities in Korean language education necessary for children of multi-cultural families. Korean language education for children with multi-cultural backgrounds should consider BICS(Basic Interpersonal Communicative Skill) and CALP(Cognitive Academic Language Proficiency) because Korean language education is conducted in the public education system. This paper focuses on the essence of an actual classroom the “learning activities.” In this paper, We first discuss the special characteristics of children and characteristics of KSL education. Taking this as a basis, this research is structured as “Teaching-Understanding-Application-Everyday life”, and the effective Korean language learning activities on each step are suggested. This paper presents a case that takes learning activities that are effective in understanding the content learned as a foundation and focuses on learning activities that can be applied to everyday and school life.
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서혁 ( Hyuk Suh ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.144
The purpose of this study was to analyze advanced research about Assessment Tools of Korean Language Proficiency for multicultural background students and suggest directions. There is a great need to develop a Assessment Tools of Korean Language Proficiency for multicultural background students considering their cognitive levels, learning purposes, residence periods in Korea, cultural background of students etc. For this flexible running, It would be useful to develop a standard form like "record sheet of observation or portfolios of the students` levels. We suggested that it is necessary to subdivide multicultural background students strictly and approach Korean Language Proficiency level and question level easily. Also, It is important to build up the legal system and provide an institutional strategy for Assessment Tools of Korean Language Proficiency for multicultural background students. For this institutional management, There is also a need to operate department of municipal ministry of education or special institution like a tentatively named "Korean Language Assessment Center for Multicultural background Students."
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일반논문 : 2012 한국어 교육과정의 성격과 KSL 프로그램 운영 방안
원진숙 ( Jin Sook Won ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.149
This study explores the characteristics of the 2012 National KSL(Korean as a Second Language) Curriculum, implemented in 2012 due to the increase of Culturally and Linguistically Diverse Students. Also, this study investigates a significant KSL program execution strategy, through examining specific KSL curriculum cases which are mainly operated in KSL research schools. Currently because the KSL education program is in its infancy, there is a lack of understanding of the concepts and characteristics of KSL education in both academia and primary schools. Although the program is still undergoing some trial and error concerning actual teaching situations, it is also rapidly stabilizing. To sum up, this study deals with the general problems which are the core issues in understanding the 2012 National KSL Curriculum documents: the concept and features of KSL education, the aimed learners of the KSL program, the purpose and content of KSL education, the principle and specified achievement criteria which focuses on Korean proficiency and the operating fundamentals of the KSL education program. Furthermore, it suggests an upright direction of managing the KSL Program to improve the executive problems that emerged, by examining the KSL Curriculum research schools’ management case studies.
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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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