大學院國語敎育科 敎育課程 硏究

人間의 성장과 발달을 특정한 方向으로 안내하고 지도한다는 점에서 敎育은 분명히 의도적인 행동이다. 그리고 의도한 결과를 낳게하기 위하여 內容과 方法과 節次와 組織을 구상 한다는 敎育은 또한 계획적인 행위다. 敎育者, 즉 敎師는 이 행위의 주도자이며 맡은 분야에 대하여 그 敎育內容 · 方法 · 節次 및 組織에 능통해야 한다. 즉 특정 과목의 敎師는 담당교과 전반에 관한 갚고도 넓은 지식과 이의 효과적 전달을 위한 方法의 理論과 實際에 정통해야 한다는 것이다. 또 오늘날의 敎育이 대부분 學校라는 公式敎育機關을 통해 이루어지고 있고 정부가 마련하는 敎育政策에 의해 운영되고 있는 바, 敎師는 이 분야에 대해서도 해당 교과에 관한 한 충분한 지식을 가져야 한다. 敎師는 충분한 前職敎育을 받고 교단에 서는 敎育專門家이다. 그는 公式敎育의 일부를 기획 · 실천하는 실천인이며 행동가이다. 그는 실천인 행동인으로써 그의 행동에 영향을 주는 제반 사항에 관한 학문적 · 기술적 · 교양적 기초를 가지고 있어야 한다. 그러나 엄밀히 말해서 교사는 자신이 가르치는 교과의 내용이나 교수법 자체에 대한 전문가는 아니다. 자연인으로서의 어느 국어과 敎師가 文學批評이나 敎育學의 專門家일 수는 있으나 이들은 각기 다른 역할 기대를 갖는다. 바꾸어 말해서 敎師는 실무적 책임을 진 응용과학자인 셈이다. 이같은 敎師의 양성을 책임진 곳이 師範大學이다. 현행 敎育法은 이블 다음과 같이 정의하고 있는 바, 大學院敎育이 大學敎育의 연장 · 심화 · 확대라고 볼 때 敎育大學院의 설립 취지 또한 이에 준한다고 볼 수 있을 것이다.本 論文은 1980年度 文敎部 學術硏究 助成費에 依한 硏究論文임

歸農意識과 轉向的 現實 : 「흙」의 葛藤構造와 指向意識

李光洙의 많은 小說 중에서 「흙」과 같이 자주 評筆에 오르내리는 作品도 많지 않다. 그것은 「無情」이나 「再生」, 「사랑」, 「元曉大師」등과 같이 「흙」이 그의 代表作이라는 측면에서의 觀心의 표명일 뿐만 아니라, 「흙」이 브 · 나로드(V. Narod)運動이 擴散되어 갈 때에 발표된 作品이요, 「흙」이 李光洙의 民族主義思想이 集約되어 있는 作品이라는 觀點에서 나타난 현상이다. 더구나, 이런 傾向이, 李光洙에 대한 지나친 感情이나 否定意識이 介入되거나, 李光洙에 대한 여러 측면에서의 照明에 그치는 다른 作品에 對한 論議와는 달리 「흙」을 중심으로 한 많은 硏究가 나오는 결과를 낳았다는 점도 注目된다. 그러나, 사실은 이런 경우도 作品차체의 分析과 理解가 先行되어 作品의 意味를 定立한것이 아니라, 「흙」의 한 斷面을 擴大하여 그것이 「흙」의 全體像인 양 귀결시키는 경우가 적지 않다. 더구나, 農民文學으로서의 「흙」의 屬性과 愛情의 樣相으로서의 「흙」의 文學的 意味는 더욱 擴散되어 理解되고 있는 듯하다

A Historical Study of Korean Modern Novels

The work of literature undergo changes continuously in its content and form, and formulate the new genres. This implies that the authorship and literary technique adopt the change into the society and history. Korean modern novels went beyond previous novels, formulated a new genre, and played a very important role in modern Korean literature. The purpose of this paper is to process of forming the aspects of modern novels. This study treats the following: 1. In the transitional age, Korean novels were devided into three parts: Chinese character novel, New novel (新小說), modern novel. 2. Korean modern novels were formed by native elements and foreign infuluential elements. 3. Native elements were ender the influence of the changes in society, the publication of newspapers and magazines, the establishment of publishing companies, the taking of a sincere view of native language, and the new recognition on the literary consciousness. Foreign influential elements were affected by the theories of literature introduced from foreign countries, the translated novels, and the adapted stories. 4. Korean modern novel started with Lee, Kwang Soo's (李光洙) childs sacrifice" (어린 犠牲), and developed through the publication of Lees seven short stories, Hyean, Sang Yoons (玄相允) six short stories. 5. In the transitional age, Korean modern novels had the structure which was characterized happiness-strruggle-unhappiness, solid narrative structue, and the vraisemblable and ideosyncratic style, and the thematization of individual consciousness. 6. The characteristic feature of Korean modern novels in this age had its tendency to take on the mood of roman. It was fully developed from the sentimental to the tragic phase. These Korean modern novels formed the basis by Lee, Kwang Soos Inhumanity(無情) and was perfected in the 1920s

A Study for Curriculum Development of Graduate Course (master and doctor) in Korean Language Education Department

This study assumes that the science of Korean language education is never simple combination of three fields-(Korean) linguistics, literature, and education pedagogy. Korean language education is the science which investigates systematically the teaching and learning of Korean language using. On this assumption, this study reviewed current curricula of Korean language education department in all colleges of education, and reviewed domestic and abroad concerned literature on language education. Current curricula of Korean language education department in undergraduate and the mater's course are hardly different from those of Korean language and literature department. These appearances represent the present level of the science of Korean language education. The goals of Korean language arts in elementary and junior·senior high school are to develop the skills of using language. Every country agrees to this view and the curricula of Korean language arts from 1st to 5th adopt this view. But the undergraduate curricula of Korean language education department are not appropriate to cultivate teachers who will take charge of developing students' skills of using language. And the graduate curricula are also insufficient to improve the faculty of Korean language arts teachers and to train Korean language arts researchers. To establish the science of Korean language arts, following subjects are become known. (1) The processes of humans' language' using-expression (speaking·writing) and comprehension (listening·reading). (2) The structure of content areas of Korean language education and the specific objectives of each area. (3) The developmental and general theoies and principles about instruction and learning in each area. To sovle problems of these subjects, the Korean language education researchers must study the findings of other scientific fields-psychology, psycholinguistics, (Korean) linguistics, eiterature, theory of curriculum, instruction, learning and evaluation. And the Korean language education researchers must be trained to use research methodologies freely. A curriculum of the master's and doctor's course in Korean language education department must take account of these needs. The curriculum proposed in this study represents these needs, but it is no more than an attempt. Carried out without basic research findings, this study contains many problems. This study only desires that at the moment of this suggestion more specialists in Korean language education are interest in establishing the science of Korean language education and researches in this part are activated, at the results of these efforts the reality of Korean language class will be improved.본 논문은 1986년도 문교부 학술연구 조성비 지원에 의하여 연구되었음

A Study on College Korean for the College Students

This study aims at solving the problem of College Korean by way of analysing it, and exammining its texts and groping for right methods of its estimate. As its main goal lies in gaining knowledge that is expected of persons of culture and life, College Korean focus its attention on the following points. 1. College Korean should emphasize both the practical and the general side. 2. The text of College Korean should be published so as to attain the goal of article NO l. 3. The workbook of College Korean and College Compostion should be published. 4. In the course of teaching , other various methods of it should be· developed rather than that of lecture. 5. As the methods of grading, test method should be averted. 6. In order to awaken the significance of College Korean, the number of its credits should be increased. Though this study stressed its theoretic sides, a study on practical sides for solving the problem of College Korean needs to be done in the future.본 논문은 1979년도 문교부 학술연구 조성비에 의한 연구논문임

Structure of Research and Education of Korean Language Education Studies

The present study is to analyse the structure of Korean language education studies, and, on the basis of which, to put the light on the systems of its research and education. The results of the study are as follows: The Korean language education studies are those of teaching Korean language, where Korean language signifies linguistic activity by means of Korean language. For linguistic activity, we may assume two ruling principles such as the principle of use and that of culture: the former implies criteria as a standard, a norm, a synchronism, an effectiveness, a collectivity, while the latter, a historicality, a creativity, a diachronism, an emotional appeal, and an individuality. Thus, the principle of use has to do with types of language in use and intentions of language use, then, the principle of culture, with properties and mode of culture. For the Korean language education studies, three phases as follows are suggested: substantial studies, practical studies and methodological studies, among which substantial studies are regarded as basic ones. Substantial studies refer to studies of linguistic activity and to carry out profound investigations of this field would guarantee the high level of Korean language education studies themselves. Substantial studies are devided into two parts of language use and language culture: practical studies, into those of comprehension and expression: and, methodological studies, into several parts of teaching and learning process, material, evaluation and etc. When we attribute characteristics of researches, composed of two sub-domains of use and culture investigated upon theories of linguistic activity, to subtantial studies, we, then, attribute those of education to the two remained categories of the study. The Korean language education studies have as basis studies of symbolic system, studies of context of language use, studies of formalities of language use, studies of Korean language culture, literary studies and educational studies. The first ones are important as a preparatory course of study to initiate researches on linguistic activity and language education, yet, the rest may provide theories and methodes of the researches. We, now, conclude that the identity of the Korean language education studies is evident and that their future prospect is optimistic for their practical value is so high thanks to effective usefulness of theirs