문학 작품을 활용한 음.율.어휘 교육 방안 연구 : 정지용 작품을 중심으로

다국어 초록 (Multilingual Abstract)

This research examines a plan for education concerning literary work that uses tone, rule and vocabulary as well as specific teaching plan for professor-learner.
Basic literary education focuses on learning side, therefore it resulted in the system depending on a simple cramming method of teaching by the professor him or herself. The research began from this particular problem considered connectivity with the literary works in order to heighten importance and capabilities of grammar. Thus, by emerging from simple learning ways of memorization, the research suggests new educational method which grafts literary and grammar.
In introduction of chapter one, the research suggests reason for literal and grammatical education based on the research's purpose and need and then contemplated about link between literal and grammatical education. The grammar is principle and rule that lives inside Korean language as individual language. Therefore, the research assured that we can propose new ways for education by intertwining the literature, the creative activity of Korean language. Moreover, this research went through language stylistic system of poetry text considering "Poem of Jung Ji-Yong", active literary work.
In chapter two, the research reveals the importance of grammatical education through center of educational process of Korean in year 2007 and system and purpose of the grammatical education of depth choice method. By focusing on actual usage of language, the research tried very hard to suggest knowledge and function that fits the grammatical educational method. In order to produce method for doctorate curriculum that values communication and unity between the subjects, the research explains united learning method, creation-developing learning method, direct education, research learning method and more.
In chapter three, the research studied the specifics of tone and rule in the work. It presented in detail considering various ways that creates the rule. The research suggested doctoral learning method that fits with rule of verse, rule of prose that uses pause and extension method. The research reveals that it is necessary not only for the grammatical study is but for general understanding of the literary works by researching a symbolic structure of vocal and phonemic elements chosen by the author from many elements that create tone and rule
In chapter four, the research comprehended structure and aspect of the vocabulary and searched for their individual qualification. The structure of the vocabulary is divided by native tongue, Sino-Korean tongue, and foreign tongue. The foreign tongue could not be managed. This research focused on eight works that is included in Korean and literary texts from seventh to tenth grade out of works of Jung Ji-Yong. It is sad that the research did not include his works with the foreign tongue.
Categorization of the vocabulary becomes the base of analyzing theme and intention of given works, and it was easy for searching how the information and connection that the work is trying to get across is set. Based on this vocabulary structure and aspect, the professor-learning method guidance was created; the vocabulary as well presents that it does not end only at the grammatical knowledge education, but it is possible to helpfully used considering connection between the subjects and contexts of the learners.
Finally, this research tried very best in hope this can be used in actual class. However, given forty-five minutes of middle school and fifty minutes of high school classes, there is concern that the information is too much. It is this research's hope that its limit to be supplemented by division of relevant class time and preparation of the teacher.
In the end, the research anticipates that by basing on gradual progress of the grammatical education, various learning methods would be considered also by creating and researching always.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 목적과 필요성 1
• 2. 시 텍스트의 언어문체론적 검토 2
• Ⅱ. 교육과정과 문법교육 5
• 1. 2007 국어과 교육과정의 특성 5
• 1.1. 목표와 내용 7
• 1.2. 문법 교육과정의 기준 10
• 2. 교육과정에 제시된 음.율.어휘의 위상 14
• 2.1. 음.율 14
• 2.2. 어휘 15
• 3. 교수 학습 방법 16
• 3.1. 협동 학습법 17
• 3.2. 창의력 개발 학습법 21
• 3.3. 직접 교수법 24
• 3.4. 탐구 학습법 28
• Ⅲ. 음과 율의 교수.학습 방법 33
• 1. 형태적 운율의 특성 33
• 1.1. 반복 33
• 1.2. 병치와 순환 40
• 1.3. 점층과 문장 부호 45
• 1.4. 형태적 운율과 협동 학습법 50
• 2. 휴지와 산문시 형태의 율 54
• 2.1. 휴지.산문시의 율과 창의력 개발 학습법 58
• 3. 작품에 나타난 음운의 특성 62
• 3.1. 음운의 특성과 탐구 학습법 66
• Ⅳ. 어휘의 교수.학습 방법 70
• 1. 어휘의 체계 70
• 1.1. 우리말의 사용 71
• 1.1.1. 고어 72
• 1.1.2. 토속어 72
• 1.1.3. 한자어 73
• 1.2. 어휘 체계와 직접 교수법 74
• 2. 2인칭 어휘 79
• 3. 어휘의 분류 81
• 3.1. 어휘의 의미 분류 81
• 3.2. 어휘의 의미와 협동 학습법 83
• 3.3. 어휘의 품사 분류 86
• 3.4. 품사 분류와 탐구 학습법 90
• Ⅴ. 결론 93
• 참고문헌 95
• ABSTRACT 99