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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2005.9
- 수록면
- 61 - 98 (40page)
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This study aims to describe and explain the history of reading education in the subject of Korean. Today, reading education has an important role in Korean education. I investigate the curriculum, textbooks, and articles in three times (Modern Recent Times, Occupation of Japanese Imperialism, and the Establishment of Korea). The curriculum reflects the purpose of education and educational theories, and textbooks are developed by curriculum and theories. These three elements are essential to reading education. But reading education was not dealt with systematically in earlier times because a curriculum was not established.
The subject of reading appeared in modem recent times. In 1895, reading was treated as a subject under the law in elementary school (SOHAKKYO-RYEONG: 소학교령) and this subject was called ‘DEOKSEO(독서)’. In 1906, reading was regarded as a part of the Korean subject. This domain was called ‘DEOKBEOP(독법)’. At this time, the three factors of reading education were not mutually interacted.
In the times of Occupation by Japanese, the colonial government attached importance to the policies of spreading Japanese, so Korean was neglected. The subject of CHOSENEO(조선어) was regarded as quasi-Japanese. At this time, reading was treated as a domain of language education. Curriculum and reading theories were not interacted because the law for the curriculum was made by the Japanese. But in these times, many Korean forerunners realized the importance of illumination, and they had made various illumination texts.
The period of establishment of a country means the period of transition. At such a time, reading theories, textbooks, and the curriculum interacted mutually. The articles of reading method, psychology, and purpose were published and these results influenced the texts. But these works were insufficient to the three factors of mutuality. The mutuality was evolved by degree.
The subject of reading appeared in modem recent times. In 1895, reading was treated as a subject under the law in elementary school (SOHAKKYO-RYEONG: 소학교령) and this subject was called ‘DEOKSEO(독서)’. In 1906, reading was regarded as a part of the Korean subject. This domain was called ‘DEOKBEOP(독법)’. At this time, the three factors of reading education were not mutually interacted.
In the times of Occupation by Japanese, the colonial government attached importance to the policies of spreading Japanese, so Korean was neglected. The subject of CHOSENEO(조선어) was regarded as quasi-Japanese. At this time, reading was treated as a domain of language education. Curriculum and reading theories were not interacted because the law for the curriculum was made by the Japanese. But in these times, many Korean forerunners realized the importance of illumination, and they had made various illumination texts.
The period of establishment of a country means the period of transition. At such a time, reading theories, textbooks, and the curriculum interacted mutually. The articles of reading method, psychology, and purpose were published and these results influenced the texts. But these works were insufficient to the three factors of mutuality. The mutuality was evolved by degree.
목차
Ⅰ. 서론
Ⅱ. 근대계몽기 국어과의 독서 영역
Ⅲ. 일제강점기의 독서교육
Ⅳ. 건국기의 독서교육
Ⅴ. 결론
참고문헌
English Abstract
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UCI(KEPA) : I410-ECN-0101-2010-151-001726620