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

Language Teaching and Teaching of Literature

It is widely known that one of the functions of a work of literature is to cultivate ones virtues and purify his emotions. There are two concepts embodied in the term "teaching literature." the One is education through literature, and the other is teaching literature as a work of art. Here it means that literature and education are used together to develop a student's character. The Korean language textbooks used in middle and high schools contain many works of literature, including poetry, novels, plays, and essays. But these works of literature are used only to illustrate sentence patterns, or as teaching materials in rhetoric, because the improvement of language skill is given first priority in teaching Korean. Therefore a work of art must be treated not as an example of a good sentence but as a work of art in itself. A work of art is regarded only as a material for developing comprehension ability, so its original function tends to be neglected even to the point of uselessness. It is a record of human experiences. In many ways, a characters actions and his life can be an object of which a reader can estimate the moral and aesthetic values. and gives him a design for living purposefully or experiencing life more understandably. And it cultivates in the reader a critical view that finds many concealed conflicts, absurdities, and inhuman violence toward a good person. Especially for the young it shows the nature of reality and helps them to find himself. The discovery of a favorite auther is thought to be like the reincarnation of the same soul. But some people do not agree with teaching literature with an educational objective Most of them are those who majored in linguistics at college. They worry that it would lower the Korean language class to the level of commonplace moral education one. From their point of view, works of literature are included in the Korean language textbooks because more vocabulary and a greater variety of sentences are found in them than in scientific papers. On the contrary teaching literature is desirable for developing a linguistic. competence and it agrees with the curriculum of whole-person education, Also, it does not disagree with the general objectives of education. In the past by moral education a student was compelled to accept an established moral and to become a typical person to obey his surroundings regardless of his own will. Therefore, if we realize that literary spirit of creativity can cultivate a spirit of criticism, and enables the adolescents to comment upon, criticize and judge in whatever way he feels he must. all the objections against teaching literature will proγe to be futile. In order to teach literature successfully, a serious study of textbooks should be made and one must numbered among that company of literary men to be a teacher of literature and the organization of students. And to obtain good results it is desirable for teachers to conduct extra-circle activities that incorporate a spirit of experimentation. we can expect that a well-managed program of teaching literature will prevent students from polluting themselves with vulgar printed materials easily accessible. And by teaching literature we may expect our complex and technological society would become more comfortable and more promising for the good and weak-a society in which mammonism or violence toward the weak is never worshiped

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

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