간행물

국어교육 update

The Education of Korean Language

  • : 한국어교육학회(구 한국국어교육연구학회)
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수록정보
수록범위 : 1권0호(1958)~172권0호(2021) |수록논문 수 : 2,106
국어교육
172권0호(2021년 02월) 수록논문
최근 권호 논문
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KCI등재

1국어과 연계 융합교육 프로그램의 현황과 개선 방향

저자 : 서영진 ( Seo Young-jin )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 172권 0호 발행 연도 : 2021 페이지 : pp. 1-42 (42 pages)

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The purpose of this study way to analyze convergence education programs linked to the Korean language subject operated in schools, and to explore directions for the development of convergence education in the Korean language. As a theoretical foundation, the study examined prior research trends in convergence education, and analyzed 33 programs in middle schools for the contents, methods, and forms of convergence education linked to the Korean language. The results showed that, Korean-language-linked convergence education programs were biased toward multi-disciplinary convergence centered on themes or topics, and writing was most frequently linked among the five areas of the Korean language. Activity elements associated with the Korean language were used as tools to understand the contents of other subjects. It was not possible to find a convergence education program that addressed the core educational content of the Korean language. In some cases, Korean language achievement standards were used as linked achievement standards without accurately understanding the focus of the achievement standards. To solve these problems, it will be necessary to properly set Big Ideas as mediating elements of convergence and promote interdisciplinary convergence. It is also important to pay more attention to program designs that focus on the Korean language. The scope of understanding of other subjects would be expanded by providing opportunities for mutual communication between subjects.

KCI등재

2중등 과학 교과서에서의 정의문 기능 연구 - 국어과 설명하기 성취기준의 언어적 교육 내용 탐색을 위하여 -

저자 : 소지영 ( So Ji-yeong ) , 주세형 ( Ju Se-hyung )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 172권 0호 발행 연도 : 2021 페이지 : pp. 43-75 (33 pages)

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In the field of Korean Language Education, the linguistic repertoires of educational contents for the language of learning are a given for language across the curriculum. However, in reality, the educational contents of the Korean Language Education explanation achievement standards are far too abstract. The educational contents do not reflect the authenticity of the language material. As a result, it could be difficult for the aforementioned contents to be a part of the language for learning in other subjects, not to mention that of Korean Language Education.
As such, this thesis is focused on analyzing the definition of sentences within Science Textbooks based on the premise that detailed language experiences should be provided as language for learning in Korean Language Education. After all of the definition sentences are extracted from the secondary school Science Textbooks, the core explanatory concepts are then analyzed.
As a result, the definitional explanation of the core concept is identified with a formulaic expression like '-ㄴ/는 NP1을/를 NP2(이)라고 한다.'. At this point, the explanation of the definition sentences is realized while the embedded clauses, which are equivalent to '-ㄴ/는 NP' and paraphrase the preceding contents of the Science Textbooks, provide an additional explanation for the core concept 'NP2'.
During the paraphrasing stage, differences in how the explanations are identified influence the function of '-ㄴ/는 NP' as a formulaic expression which paraphrase the preceding contents. In this thesis, the variety of explanatory functions are analyzed, and the paraphrasing forms are realized by classifying the paraphrasing type based on three functions: 'condensing contents', 'generalizing examples', and 'specifying concepts'.

KCI등재

3다양성 존중을 위한 논증 교육의 패러다임 탐색 - 설득적 논증으로부터 성찰적 논증으로의 전환 -

저자 : 장성민 ( Chang Sung-min )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 172권 0호 발행 연도 : 2021 페이지 : pp. 77-113 (37 pages)

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This study aimed to overview theories of reflective argumentation and explore methods that support teaching and learning. Reflective argumentation is an alternative paradigm that demonstrates the dialogic and dialectical nature of the argument through two-sided reasoning that weighs and synthesizes differences in diverse positions. A transition to reflective argumentation can contribute to resolving confirmation bias (from persuasive argumentation) and respecting diversity by acknowledging and responding to alternative positions. We proposed the following methods that support teaching and learning: multiple documents, graphic representational tools, explicit instruction in strategies with modeling, and collaborative discourse.
This study is meaningful in that it points out the problems of existing education developed mainly based on persuasive argumentation (e.g., debate, refutation) and proposes an alternative paradigm that demonstrates the nature of argumentation. Focusing on the gap between social and cognitive approaches to argumentation and considering various responses to different positions would deepen the understanding of argumentation, a complex communicative activity in which comprehension, expression, and learning are intertwined.

KCI등재

4청소년의 고민대화에서 반응발화에 대한 지각 양상

저자 : 박재현 ( Park Jae-hyun ) , 김유경 ( Kim Yu-gyeong ) , 최어진 ( Choi Eo-jin )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 172권 0호 발행 연도 : 2021 페이지 : pp. 115-145 (31 pages)

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The purpose of this study was to identify the extent to which adolescents are considered helpful in psychological comfort and problem solving in responding utterances to friends and teachers in “troubles talk.” A survey of 347 middle and high school students was conducted to analyze the data. Pictures of situations with adolescents talking about their worries were presented, and perceptions of the responding utterances of a friend and teacher were measured on a five-point Likert scale. The collected data were analyzed using three variables: conversation partner, empathy index, and gender. The results of the statistically processed analysis were as follows: First, the adolescents thought that the teachers' responding utterances were more helpful in terms of psychological comfort and problem solving than those of students of their age. Second, groups with higher empathy indices responded more sensitively to responding than those with lower empathy. Third, men considered responding utterances to be more effective in solving problems than women. Based on these findings, some educational implications are suggested.

KCI등재

5성인학습자의 문화적 문식성 신장 교육 방안 연구

저자 : 임인화 ( Im Inhwa )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 172권 0호 발행 연도 : 2021 페이지 : pp. 147-187 (41 pages)

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This study was conducted with the aim of determining an educational plan to enhance the cultural literacy of adult learners. The current situation requires both qualitative growth and the quantitative expansion of lifelong education. Korean language education also needs to accommodate the diverse needs of adult learners for lifelong education by moving away from the existing basic literacy.
This study analyzed classes conducted for adult learners and identified learners' characteristics regarding cultural literacy. Adult learners value their experiences but lack knowledge, owing to the experience of discontinuing learning. We found a way to solve the issues of struggling adult learners by enhancing their cultural literacy through an educational plan that comprised a mutual teaching method and a main method of intertextuality.
The cultural literacy education was divided intellectually, functionally, and culturally using an interactive teaching method and intertextuality, and teaching activities based on these concepts are presented as examples.

KCI등재

6베트남인 학부생의 의사소통 의지 연구

저자 : 박현진 ( Park Hyun-jin )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 172권 0호 발행 연도 : 2021 페이지 : pp. 189-228 (40 pages)

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The goal of this study was to analyze the relationship between the willingness to communicate (WTC) and academic achievement among Vietnamese undergraduate students. The present study used the 27-item scale developed by MacIntyre et al. (2001) to measure WTC in 21 undergraduate Vietnamese students. The items of the scale were developed to measure WTC in the four language skills of speaking, listening, comprehension, and writing, and in contexts in and out of the classroom, but this study was limited to the items concerned with the in classroom context. The results showed an average for overall WTC of 3.53. For the four skills, the highest average was 3.53 for speaking, followed by 3.61 for comprehension, 3.51 for writing, and 3.44 for reading. A significant positive correlation was found between overall WTC and the WTC in the four skills. In particular, a high correlation was found between comprehension and production skills. The correlation analysis between overall WTC and academic achievement, and between WTC in the four skills and academic achievement did not reveal any statistically meaningful results. We argues that the results are affected by the fact that many Vietnamese students decide to pursue working activities after arriving in Korea. The contribution of this study was our investigation of WTC and language skills sub-components in Vietnamese undergraduate learners.

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