Digital문학의 ICT 활용 방안 연구 = (A) Study on the Utilization of ICT for Digital Literature

다국어 초록 (Multilingual Abstract)

Today's Information Age is driven by a state-of-the-art cybermedia called the Internet. And it's widely said that the media put literature at stake. The new Net generation that is heavily reliant on that network in everyday life no longer read novels a lot, unlike the existing and past generations. Accordingly, it's required to provide motivation to the N- generation students and take advantage of PCs in order to enhance their self-directed learning capabilities. Specifically, Web-based teaching/ learning model is called for, which could enable students to find relevant web sites, reconstruct scattered materials and eventually have better self-directed learning capabilities.
The purpose of this study was to utilize ICT for digital literature in an effort to intensify reading and writing education suitable for the N generation. Digital literature is growing in cyberspace created by a combination of computer and communication, and that should develop into a new literary genre that is popular and of literary value at the same time. Digital literature readers are the fearful N generation that has been growing in digital era and will be the mainstay of future society. Literature should contain thoughts and philosophy, but the fact that nobody could precisely predict the success or failure of literature should be taken into account, and writers and readers should join forces in enhancing and updating literature.
ICT-powered digital literature education refers to integrating ICT into the curricula to attain the objectives of education. Every service supplied by ICT makes it easier for learners to achieve common learning objectives. By searching the Internet, they could obtain every information and data on a specific theme or assignment. And they can use e-mail, message board, chat room or discussion board to share communication with other students, teachers and specialists, exchange information and submit their assignment output. In a short period of time, the mysterious effect of ICT is rather likely to result in having learners lose interest. Therefore, it's officially recommended that ICT-using time make up 10 or more percent of the entire teaching time, and in order to make it work as intended, it's attempted in this study to seek ways of taking advantage of ICT for digital literature education and to delve into what type of new paradigm the 7th national curricula pursued.
The findings of this study were as follows:
Students could be encouraged to be creative as much as possible and have better problem-solving skills when they experience study aids that are appropriate at their own level. And teachers would face less pressure about instruction by being provided ICT-powered teaching/learning materials over the Internet.
Second, utilizing various types of literary materials suitable for each student would empower him or her to have interest in learning and be more interactive in class. Learners could find materials suitable for their ability and interest on their own over the Internet, and their learning motivation and achievements would gradually be greater.
Third, the development of instructional models for different subjects and utilization of various learning materials would improve instruction in quality. Learners would have a closer relationship with teachers and put confidence in school by studying through school hompage. They would get accustomed to online individualized learning and better adjust themselves to the pre-industrial society.
It cannot be denied that the improvement of teaching/learning method largely depends on individual teacher variables, but there should be various types of supports for teachers to come up with more authentic and successful teaching methods.

목차 (Table of Contents)

• 목차 = ⅰ
• 표 목차 = ⅱ
• 그림 목차ㆍ사진 목차 = ⅲ
• Ⅰ. 서론 = 1
• 1. 연구 목적 = 1
• 2. 연구방법 및 범위 = 3
• Ⅱ. 본론 = 15
• 1. ICT 교육의 일반성 = 15
• 1) ICT의 교육적 활용 배경 = 15
• 2) ICT 교육의 도입 = 15
• 3) ICT 활용 교육의 필요성 = 17
• 4) ICT 활용 교수-학습의 방향과 유형 = 18
• 2. Digital 문학의 일반적 문제 = 23
• 3. Digital 문학의 상황과 가능성 = 42
• 4. Digital 문학의 ICT 활용 방안 = 55
• 1) ICT를 활용한 자기 주도적 국어 학습 능력 신장 방안 = 55
• 2) ICT를 활용한 자기 주도적 국어 학습 능력 신장 분석 = 69
• Ⅲ. 결론 = 72
• 참고문헌 = 75
• ＜ABSTRACT＞ = 77