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
오류제보하기
For those whose native tongue is Korean, Korean Knowledge education transcends the simple usages of speaking and writing. The 'Knowledge of the Korean Language' section of the middle school subject 'Korean Language' should therefore be directed towards in-depth study of the Korean language itself, as well as handing down and creating the culture found in the Korean language. Because a language reflects the entire life and spirit of its users, knowledge of the Korean language includes understanding the life and spirit of the Korean nation. In addition, to study the future of the language is to segue from the past into the future life style and culture of the Korean people. Therefore, teaching-learning methods should focus on how to let students investigate internalized knowledge by themselves, thus appreciating the value of the mother tongue and cultivating a positive attitude towards it.
However, the main focus of Korean language education has, till now, been on 'ability to use the language'. Because of this, it has been generally believed that knowledge of the Korean language consists of building up the ability to use it. Consequently, school curricula and textbooks have provided insufficient guidance in the instruction of the Korean language, and teachers who have had to use these textbooks have developed the distorted view that the 'Knowledge of the Korean Language' lesson equals 'teaching grammar'. Due to such attitudes, it is not surprising that lessons are conducted as lectures and employ rote learning techniques. In view of the undesirability of such current teaching methods, this paper proposes a teaching-learning model that shows how the (knowledge of the) Korean language should be instructed and with what content.
For the purposes of this study, the 8th grade (2nd semester) middle school textbook 'Korean for Daily Use' was used, and the chapter 'Word Formation' was studied. Within this chapter, students learn how to form Korean words, in lessons 1 through 3. Then, in lesson 4, they make new words by themselves. This paper focuses on the ‘Forming New Words’ section of lesson 4. This section is important. Although some teaching-learning models have emphasized the internal order of the Korean language, there has been practically no attempt to develop the attitudes or perceptions of the students as producer (creator) of the Korean language.
According to the proposed teaching-learning model, students are expected to cultivate the meaningful areas of knowledge, ability and attitude. Students collect various words by themselves, draw hypotheses, gather backing evidence and proof materials, and finally infer or deduce conclusions. This process promotes research ability, and as a result, students obtain a more systematic knowledge about Korean word formation. As they examine and acquire the principles and methods regarding word formation, students gain a broader comprehension of Korean vocabulary, thus equipping themselves with language-producing ability and attitude.
However, the main focus of Korean language education has, till now, been on 'ability to use the language'. Because of this, it has been generally believed that knowledge of the Korean language consists of building up the ability to use it. Consequently, school curricula and textbooks have provided insufficient guidance in the instruction of the Korean language, and teachers who have had to use these textbooks have developed the distorted view that the 'Knowledge of the Korean Language' lesson equals 'teaching grammar'. Due to such attitudes, it is not surprising that lessons are conducted as lectures and employ rote learning techniques. In view of the undesirability of such current teaching methods, this paper proposes a teaching-learning model that shows how the (knowledge of the) Korean language should be instructed and with what content.
For the purposes of this study, the 8th grade (2nd semester) middle school textbook 'Korean for Daily Use' was used, and the chapter 'Word Formation' was studied. Within this chapter, students learn how to form Korean words, in lessons 1 through 3. Then, in lesson 4, they make new words by themselves. This paper focuses on the ‘Forming New Words’ section of lesson 4. This section is important. Although some teaching-learning models have emphasized the internal order of the Korean language, there has been practically no attempt to develop the attitudes or perceptions of the students as producer (creator) of the Korean language.
According to the proposed teaching-learning model, students are expected to cultivate the meaningful areas of knowledge, ability and attitude. Students collect various words by themselves, draw hypotheses, gather backing evidence and proof materials, and finally infer or deduce conclusions. This process promotes research ability, and as a result, students obtain a more systematic knowledge about Korean word formation. As they examine and acquire the principles and methods regarding word formation, students gain a broader comprehension of Korean vocabulary, thus equipping themselves with language-producing ability and attitude.
목차
Ⅰ. 들머리
Ⅱ. 국어지식 영역의 성격 및 실태 검토
Ⅲ. 새말 만들기 교수-학습 방법
Ⅳ. 마무리
참고문헌
부록
Abstract
참고문헌 (0)
참고문헌 신청함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
국어과 교육 내용으로서의 ‘지식’의 성격 : 김대행의 ‘지식론’을 중심으로
국어교육연구
2013 .08
-
The Making of the Korean Language
Korea Journal
1974 .08
-
한국어 교육에서의 국어학적 지식 역할 : 다문화가정여성의 교육 경험을 토대로
우리말글
2009 .08
-
A Study on Framing a Lecture on “Korean Culture through the Korean Language” for Foreign Students
THE REVIEW OF KOREAN STUDIES
2005 .03
-
재미동포의 한국어 교육
이중언어학
2007 .01
-
원리 중심의 국어 규범 교육 방안 모색
한말연구
2017 .01
-
Development of Korean Language
Korea Journal
1963 .07
-
한국어 교재에 나타난 문화교육 내용에 관한 연구
어문론집
2013 .03
-
Formation of the Korean Language
Korea Journal
1971 .12
-
다문화 사회에서의 한국어 교육과 문학 활용 방안
민족연구
2011 .01
-
인문언어학의 한국어교육에의 적용 - 중국인 학습자를 대상으로 한 한국어교육에서 -
언어사실과 관점
2018 .01
-
국어교육의 정체성 : 그 학문, 교과, 그리고 교육
국어교육연구
2007 .02
-
국어 사용 영역의 변화와 발전 방향 : 교육 내용을 중심으로
국어교육연구
2012 .02
-
한국어 교육에서의 언어 문화 교육
이중언어학
2004 .01
-
외국어로서의 한국어 -학문적 정체성 탐구-
언어사실과 관점
2013 .01
-
초등학생의 국어 능력에 대한 교사의 인식 양상 : 학년 간 특성 비교를 중심으로
국어교육연구
2014 .10
-
세계화 시대의 국어 정책 방향
국어국문학
2010 .08
-
중국에서의 한국어 교육 성과 제고 방안 고찰
이중언어학
2005 .01
-
언어 사용 원리에 입각한 한국어교육의 과제
언어학 연구
2011 .12
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2009-710-015354094