지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study is concerned with discussing the status of "grammar" chapter and the contents of grammar textbook in the 7th curriculum, and with investigating problems that can arise from actual classrooms. Findings from this study are summarized as follows:
1) The grammar text is divided into sections of "Language and Korean,"
"Knowing Korean" which carries statement knowledge and procedure knowledge according to the Korean system assisting daily language life, and "Trimming Korean" designed for the formation of attitude toward Korean and confirming the implementation intention centered on data collected from the realities of Korean.
2) A problem in the grammar textbook is that it lacks consistency in its usage of words. It is not appropriate to use the term, grammar, which should be applied to the formality and morpho-syntax, to refer to the overall knowledge of Korean. Grammar-related vocabularies are also inconsistently used. Since the whole chapter was written up by many different people in cooperation, each section is featured with words that individual publishers favored.
3) In the explanation of grammar publishers' partial remarks are included. For example, 'inflectional affix' is not a widely-used word in Korean language community. Although it was used in contrast with 'derivational affix', it is an unnecessary explanation considering that this term can be treated as 'ending' in general. Another point of attention is that quotational case marker is inconsistently established in explaining quotational clauses.
In the explanation related with final ending, the textbook and the guidebook are described inconsistently. That is, in the textbook 'conjunctive ending' is separately treated, whereas in the guidebook it is included in the 'adverbial ending'. Therefore, not only the students but also the teachers can be confused.
Besides the above, the grammar chapter offers Inquiry Study as a major learning method. Practical effectiveness of this method is in doubt because it requires long hours of studying, may lead students to reach wrong conclusions, and demands teachers to prepare a large volume of data At the same time, it also poses teachers a problem because it does not have evaluation methods. Consequently, for a proper education of the grammar chapter these problems are to be enhanced.
1) The grammar text is divided into sections of "Language and Korean,"
"Knowing Korean" which carries statement knowledge and procedure knowledge according to the Korean system assisting daily language life, and "Trimming Korean" designed for the formation of attitude toward Korean and confirming the implementation intention centered on data collected from the realities of Korean.
2) A problem in the grammar textbook is that it lacks consistency in its usage of words. It is not appropriate to use the term, grammar, which should be applied to the formality and morpho-syntax, to refer to the overall knowledge of Korean. Grammar-related vocabularies are also inconsistently used. Since the whole chapter was written up by many different people in cooperation, each section is featured with words that individual publishers favored.
3) In the explanation of grammar publishers' partial remarks are included. For example, 'inflectional affix' is not a widely-used word in Korean language community. Although it was used in contrast with 'derivational affix', it is an unnecessary explanation considering that this term can be treated as 'ending' in general. Another point of attention is that quotational case marker is inconsistently established in explaining quotational clauses.
In the explanation related with final ending, the textbook and the guidebook are described inconsistently. That is, in the textbook 'conjunctive ending' is separately treated, whereas in the guidebook it is included in the 'adverbial ending'. Therefore, not only the students but also the teachers can be confused.
Besides the above, the grammar chapter offers Inquiry Study as a major learning method. Practical effectiveness of this method is in doubt because it requires long hours of studying, may lead students to reach wrong conclusions, and demands teachers to prepare a large volume of data At the same time, it also poses teachers a problem because it does not have evaluation methods. Consequently, for a proper education of the grammar chapter these problems are to be enhanced.
목차
1. 머리말
2. 제7차 교육과정에서 국어 지식 영역과 문법 과목의 위상
3. 제7차 교육과정의 문법 교과서의 특징과 내용 분석
4. 문법 과목의 교실 현장에서의 문제점
5. 맺음말
참고문헌
[Abstract]
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UCI(KEPA) : I410-ECN-0101-2009-810-013763043