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 paper explored a method of assessing speech education which is able to reflect the essence and principle of education and at the same time to properly reflect the distinct characteristics of speech (listening, speaking) area. The discussion on ‘Assessment’ should be carried out by considering the relationship among other elements (objective, contents, method) on practicing the educational process. This paper started to have a discussion from confirming ‘Objective’ of education among them, and derived the principle of speech education assessment from studies on speech education assessment performed until now.
Essential characteristics of education summarized in this paper are as follows: Education aims at expanding the possibility the subject has. Since education activities recognize as-is of ‘Existing Status’ differing each other from corresponding subjects, the locations arriving at after the education are likely to be different. However, the process is carried out among mutual supports between several subjects.
Four principles of speech education assessment derived from and on the basis of the document investigation on studies on speech education assessment are: 1) speech assessment focused on learners, 2) speech assessment focused on real performance, 3) speech assessment considered simultaneity of speaking and listening, and 4) speech assessment considered totality.
Reflecting ‘The Nature and Principles of Education’, this paper paid attention to narrative as a concrete assessment method which is able to realize four ‘Principles of Speech Education Assessment’. Narrative, which is a story that uses human’s experience or knowledge as its material, is a tool appropriate to accurately and in-depth capture ‘The Change of Learners’ through speech practices. This study identified the possibility of narrative assessment method as one of speech education assessment methods through values and reality of it.
Essential characteristics of education summarized in this paper are as follows: Education aims at expanding the possibility the subject has. Since education activities recognize as-is of ‘Existing Status’ differing each other from corresponding subjects, the locations arriving at after the education are likely to be different. However, the process is carried out among mutual supports between several subjects.
Four principles of speech education assessment derived from and on the basis of the document investigation on studies on speech education assessment are: 1) speech assessment focused on learners, 2) speech assessment focused on real performance, 3) speech assessment considered simultaneity of speaking and listening, and 4) speech assessment considered totality.
Reflecting ‘The Nature and Principles of Education’, this paper paid attention to narrative as a concrete assessment method which is able to realize four ‘Principles of Speech Education Assessment’. Narrative, which is a story that uses human’s experience or knowledge as its material, is a tool appropriate to accurately and in-depth capture ‘The Change of Learners’ through speech practices. This study identified the possibility of narrative assessment method as one of speech education assessment methods through values and reality of it.
#국어 교육 평가(Korean Language Assessment)
#화법 교육 평가(Speech Education Assessment)
#내러티브(Narrative)
#내러티브 평가(Narrative Assessment)
#학습자 중심 화법 평가(speech assessment focused on learners)
#실제적 수행 중심의 화법 평가(speech assessment focused on real performance)
#말하기 듣기의 동시성을 고려한 화법 평가(speech assessment considered simultaneity of speaking and listening)
#총체성을 고려한 화법 평가(speech assessment considered totality)
목차
Ⅰ. 서론
Ⅱ. 교육의 본질과 원리에 비춘 화법 교육 평가 목표
Ⅲ. 화법 교육 평가 실태와 화법 교육 평가 원리
Ⅳ. 화법 교육 평가 방법으로서 내러티브의 가능성과 실제
Ⅴ. 결론 및 제언
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UCI(KEPA) : I410-ECN-0101-2015-700-002884775