‘웹툰’을 활용한 매체언어교육의 교수학습 방안 연구 : 강풀의 <순정만화>를 바탕으로

다국어 초록 (Multilingual Abstract)

This research makes use of 'Webtoon', the most accessible, familiar and every-day used media language, to suggest a media-language teaching method. The research’s purpose is to develop a teaching method for teachers and help students in making effective and sound use of exchange of opinions and thoughts when encountering today’s media as well as future media communication forms.
Chapter Two examines Webtoon’s general concept, unique characteristics and educational value. The reason for “Media Language Education” being with the main text book is not just simply to attract the students’ interest and accessibility. It can be argued that, as the beginning of Webtoon is considered, its story contained a variety of contemporary young adults’ culture, such as their life troubles, values and humor. Making use of Webtoon was to understand not only the media’s uniqueness but also to understand Webtoon’s cultural narrative, i.e. artistic aspects.
Chapter Three examines “Media Language Education” from the point of view of categories of knowledge, function, culture and attitude. The four categories coincide with the basic goals of education. In other words, “Media Language Education” offers attitude and study parameters that require basic media text knowledge and its applicable function and cultural dissemination system when applying media systems. Media education consists of knowledge of the language contained in media text and its symbolic reference function. In term of production, it will begin with students becoming acquainted with production material and offer them an opportunity to participate in all aspects of its process. It should also provide a basis for the student to evaluate the technical methods involved in media production on his or her own, proceed with its design so as to determine which content should be included. It can be argued that what is absent from “Media Language Education” is an ethical principle regarding mutual understanding. One advantage of non-systematized mutual understanding is that it cannot embody all the advantages of media. Self-discipline is required when making use of media. Lastly, the students of “Media Language Education” not only experience media language use but have comprehensive experience of culture. We must not overlook the aspects of the everyday cultural language experience through media as mere Korean language education. In other words, the four focuses of “Media Language Education” must become essential educational elements.
Chapter four considers a suitable guide that’s actual and applicable as it pertains to “Media Language Education” categories such as knowledge, skill, culture and attitude. As a result, under the heading of “Media Language Education,” the following three small units will be touched on to suggest comprehensive teaching and lesson plans. As actual sections were gathered and used for large group lesson goals, an effort was made to work on smoothly incorporating each unit’s essential elements so as to work out a final “Media Language” learning. However, because of this writer’s lack of actual field experience, there might be the limitation of having to address factors that were not foreseen as the method actually becomes applied and make necessary modifications and take supplementary measures.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 선행 연구 검토 = 4
• 2.1 웹툰 = 4
• 2.2 매체 언어 = 10
• Ⅱ.‘웹툰’의 특성과 매체언어교육의 위상 = 15
• 1.‘웹툰’의 특성 = 15
• 1.1 ‘웹툰’의 개념과 특성 = 15
• 1.2 ‘웹툰’의 교육적 가치 = 25
• 2. 교육과정에 제시된 ‘매체언어’의 위상 = 28
• 2.1 2007년 개정 교육과정의 ‘매체언어’ = 29
• 2.2 2009년 개정 교육과정의 ‘매체언어’ = 38
• Ⅲ. 매체언어교육 내용의 범주와 세부 계획 = 40
• 1. 매체 언어교육의 지식과 기능 = 41
• 2. 매체 언어교육의 태도와 문화 = 45
• Ⅳ. ‘웹툰’을 활용한 매체언어의 교수 .학습 방안과 실제 = 49
• 1. 교수.학습의 방안 = 49
• 1.1 수업 주제에 따른 교과서 소단원 분석 = 52
• 1.2 주요 매체텍스트 분석 - 웹툰 .영화 <순정만화> = 55
• 2. 교수.학습의 실제 = 67
• 2.1 주제에 따른 수업의 흐름 = 67
• 2.2 교수.학습의 실제 = 70
• Ⅴ. 결론 = 86
• 참고문헌 = 88
• ABSTRACT = 94