36 research outputs found
γ무μ§κΈ°νγμ μκΈ° λ°μ± μμ¬ μ λ΅
λ¬Ένκ΅μ‘μμ μ°½μ κ΅μ‘μ΄λ κΈμ°κΈ° κ΅μ‘μ λν λ
Όμκ° μμΌ λΆμ μ΄λ£¨κ³ μλ€. λνμμμ λ¬Έμμ°½μκ³Ό νμ±νλΌλ μ λμ 쑰건λ κ·Έ λ°λ¨μ λ§λ ¨νκ² μ§λ§, λ¬Ένκ΅μ‘ λ΄λΆμμ 보면 μμ©μ μ€μ¬μ λ¬Ένκ΅μ‘μ΄λΌλ λ¬Έμ μμμ λ°μ μ κ·κ²°μ΄λΌκ³ ν μ μμ κ²μ΄λ€. μμ©μ μ€μ¬μ λ¬Ένκ΅μ‘μ΄ λ¬Ένμνμ μ΄ν΄μ κ°μμμ νμ΅μμ λ§ν μ μλ κΆλ¦¬λ₯Ό κ°νκ² λΆκ°μν¨ κ²μ΄λΌλ©΄, μ°½μκ΅μ‘μ λ¬Ένμ μ΄ν΄νκ³ ν₯μ νλ μμ± λ¨κ³λ‘μ (νμ΅μ)μ λ¬Έν λ¬Έν μμ°κ³Ό ν₯μ "1)λ₯Ό μ§ν₯νλ€λ μ§μμ νμ΅μμ μμΉλ₯Ό μμ°μ μμΉλ‘κΉμ§ λμ΄κ³ μκΈ° λλ¬Έμ΄λ€
μ΅μΈν μμΈμ΄μ μμ€ νμμ λ¬Ένμ² νμ κ³ μ°°: μμ€κ° ꡬ보μ¨μ μΌμΌμ μ€μ¬μΌλ‘
κΈμ°κΈ°λ μΈκ°μ΄ μμ κ³Ό μΈκ³λ₯Ό λλ¬λ΄λ λ¬Έν νμμ νλμ΄λ€. λ¬Ένλ κ²°κ΅μ κΈμ°κΈ° μμμ μ λνλ ννλΌκ³ νλ€λ©΄οΌ λ¬Ένμ κ° νμλ€μ μ ννλ νλ‘ μ‘΄μ¬νλ€κΈ°λ³΄λ€ μΈκ°μ΄ μΈκ³μ κ΄λ ¨μ λ§Ίμ΄ κ°λ λ¬Έννμμ νλλ‘ μμ©νκ³ μλ€κ³ μ μ μμ κ²μ΄λ€. μ¬κΈ°μ λ¬Ένλ μΈκ° μ΄ νκ²½μ λν΄ λ₯λμ μΈ μκ° μ€νμ νΌμ³ λκ°λ κ³Όμ (process)μ΄λΌκ³ νλοΌ κ·Έ μλμ±μ μ΄μ μ λ§μΆλ€. λ³Έκ³ μμ μ¬μ©ν λ¬Ένμ² νμ΄ λ κ°λ
λ μ΄λ¬ν κ³Όμ μ λν μ리μ νμμ΄λ μλ―Έλ₯Ό λ¦κ³ μλ€. μ§λμΉκ² ν¬κ΄μ μ΄λΌκ³ ν μ μλ μ΄λ° μ©μ΄λ₯Ό λμ΄ λ€μ¬ μ¨ μ΄μ λ₯Ό λ¬Έμ μμ μ°¨μμμ μ€λͺ
ν΄ λ³΄λλ‘ νκ² λ€. 루카μΉλ μμ€μ λ΄μ νμμ μμ¬ λ°μ μ μ ν νΌμμ λΉμ μ΄λΌλ μμ¬μ² νμ νλ‘ μ€λͺ
ν λ° μλ€
Narrative Based Subject-Integration Character Education For the Social Emotional Learnng
λ³Έκ³ λ μ΅ν©κ΅μ‘μ κ΄μ μμ λ΄λ¬ν°λΈλ₯Ό κΈ°λ°μΌλ‘ ν μΈμ±κ΅μ‘μ λͺ¨λΈμ ꡬμνκ³ μ νμλ€. μΈμ±κ΅μ‘μ κ΅κ³Ό κ΅μ‘κ³Όμ μ°κ³κ° λ°λμ§νμ§λ§ κ°λ³ κ΅κ³Όλ³ κ΅μ‘보λ€λ κ΅κ³Όκ° μ΅ν©μ ν΅ν΄μ λ³΄λ€ ν¨μ¨μ μΌ μ μμΌλ©°, κ·Έ μ΅ν©μ 맀체λ‘λ λ΄λ¬ν°λΈκ° μ ν©νλ€. μ΄μ λ΄λ¬ν°λΈμ μΈμ±κ΅μ‘μ κ°μΉλ₯Ό μΈ κ°μ§λ‘ μ 리νμλ€. 첫째, λ΄λ¬ν°λΈλ μΈμ±μ΄ μ΄μ©λλ μΆμ μ¬λ¬ μ°¨μμ μ΅ν©μ μΌλ‘ μ±μ°°, ν΄μν μ μλλ‘ νλ€. λμ§Έ, λ΄λ¬ν°λΈλ μ¬κ΅¬μ±μ ν΅ν΄ νμλ₯Ό μ‘°μ νκ³ , νμ΅μκ° μκΈ° μ€μ€λ‘λ₯Ό λ³νν μ μλ κΈ°νλ₯Ό μ 곡ν μ μλ€. μ
μ§Έ, λ΄λ¬ν°λΈλ₯Ό ν΅νμ¬ μ¬νμ κ°μΈμ΄ μ‘°νλ₯Ό μΆκ΅¬νλ©°, μ μΈμ μΈ ν΅ν©μ μ΄λ£° μ μλ€. μ΄λ¬ν νΉμ§μ μ΄λ € 곡κ°μ μΈμ±κ΅μ‘μ μν νλ‘κ·Έλ¨ κ°λ° μμλ₯Ό μ μνμλ€. κ·Έ κ΅μ νμ΅μ μ μ°¨λ λ
μ μΉλ£μμ λ
μλ‘ νμ΅μμ λ³νλ₯Ό μ΄λμ΄λ΄λ νμ΅ κ³Όμ μ μμ©νμλ€. μΈμ (recognition), κ³ μ°° (examination), λ³μΉ(juxtaposition), μκΈ°μ μ© (application to self)μ λ€ λ¨κ³κ° κ·Έκ²μ΄λ€. μΈμμ λ§μ€λ¬Ό λ΄λ¬ν°λΈμ λν μ§μ , μ μμ λ°μμ ν΅ν΄ μΈμ±μ λ¬Έμ λ₯Ό μΈμνκ³ , κ³ μ°°μ κ·Έ λ¬Έμ κ° λ§μ€λ¬Ό λ΄λ¬ν°λΈμμ μ΄λ»κ² μ μλκ³ μλμ§ μ¬μΈ΅ ν΄μμ ν΅ν΄ μ±μ°°νλ, λ€μν μ¬νμ , μμ μ λ΄λ¬ν°λΈλ‘ νμ₯νμ¬ νꡬνλ©°, λ³μΉλ μμ μ λ΄λ¬ν°λΈ ν
μ€νΈμ λν λ°μμ λΉκ΅ μμκ³Ό λ€μν ν
μ€νΈλ€μ λ΄μ©μ λΉκ΅, λμ‘°νμ¬ μΈμμ νμ₯, μ νμ΄ μ΄λ£¨μ΄μ§λ λ¨κ³μ΄λ€. μκΈ° μ μ©μ λ¨κ³μμλ, μμ μΈμ± λ¬Έμ λ₯Ό μκΈ° μΆμ λ΄λ¬ν°λΈλ‘ νμΆνκ³ κ·Έ λ¬Έμ λ₯Ό μΈμνμ¬ μ¬κ΅¬μ±ν¨μΌλ‘μ¨ λ³νλ₯Ό λλͺ¨νλ€.This article develops a model of narrative based subject-integration character education for social emotional learning. The subject-integration character education is more efficient than the individual subject education for childrens character building. Because the subject-integration education can deal with the problem of all aspects of the learners personality. And the narrative can be considered with medium for the integration. This essay claimed three value of narrative in the subject-integration character education. First, the narrative is able to integrate the various dimensions of life associated with character development. Second, the narrative is able to be constructed and be reconstructed based on individual narratives. With this, the student change and increase their awareness their mind for meaningful growth. Third, the narrative can be completely integrated into an individual and generate harmony between individuals and society. This essay suggested the teaching model of narrative based character education. The thema of this program is sympathy. The procedure of the learning and teaching is to be developed according to the reading therapy principle, which will expedite meaningful changes for individuals, such as recognition, examination, juxtaposition, and adjustments to the self
A SΓΌλ y on the Discourse of Multiculture Represented Korean Mass Image Narrative - Focuslng on the Communicatlve Ethlcs
μ΄ λ
Όλ¬Έμ νκ΅ μνμ TV λλΌλ§μ λνλ λ€λ¬Έν λ΄λ‘ μ μμμ λΆμν΄λ³΄κ³ μ νμλ€. νΉν, κΈ°μ‘΄μ λ€λ¬Έν λ΄λ‘ μ΄ μ£Όλ‘ μ°¨μ΄μ μ€λ¦¬μ μ΄μ μ λκ³ λΆμνμλ€λ©΄, μ΄ λ
Όλ¬Έμ μν΅μ μ€λ¦¬λΌκ³ νμ¬ νμμ μ£Όμ²΄κ° μν΅ν΄ λκ°λ μνΈμμ© κ³Όμ μ μ€λ¦¬λ₯Ό μ€μ¬μΌλ‘ νμλ€. λ μ°μ μ μν΅ μ€λ¦¬λ‘ μΌμ νμμ κ³ ν΅μ μλ°μ μΌλ‘ μλ΅νλ κ³Όμ μμ μ°λ μμμ λλΌκ² λκ³ , λμκ° μμ μ μ μ²΄μ± μμ λ³ννλ μμμ 보μ¬μ£Όμλ€. λ°λ©΄ μ λ νμλ₯Ό μΈμ νμ§ μλ μμ μ€μ¬μ μ£Όμ²΄κ° μ¬λ¬ νΌλμ κ±°μΉλ©΄μ νμμ νμμ±μ λ°κ²¬νκ³ , λμκ° μΈκ°μ μΈ κ²μ μ€μ¬μΌλ‘ μν΅νλ μμμ 보μ¬μ£Όκ³ μλ€. μ΄ λ, νμμ μ°¨μ΄λ€μλ λΆκ΅¬νκ³ μΈκ°μ μΈ κ²μ 곡ν΅κ°μΌλ‘ μλ‘λ₯Ό μ‘΄μ€νλ μ§μ μ±μ΄ μ€μν μ€λ¦¬μ μμμΌλ‘ λνλλ€. λ νμ λΌλ νν΅μ μκ³μ λ΄λ‘ μΌλ‘, λ¨κ³Ό λΆ, μ μ£Όλ―Όκ³Ό μν°λ―Όμ μμ νμ¬ νμμ νμμ±μ κ±°μΈνλ μμμΌλ‘ λνλκ³ μλ€. μ΄λ¬ν λμ€λ§€μ²΄μ λ€λ¬Έν λ΄λ‘ μ, ν νκ΅μ λ€λ¬Ένμ£Όμκ° μ΄μ£Όλ―Όμ μ°¨μ΄μ λν μΈμμ λμ΄μ νμμ μν΅ν¨μΌλ‘μ¨ μκΈ° μ 체μ±μ λ³νμ μ§λ©΄νκ³ μλ μ μ£Όλ―Όμ λ¬Έμ μκΉμ§ λμκ°κ³ μμμ 보μ¬μ€λ€. κ·Έλ¬λ λ¬Ένμ νΌμ’
μ λ¬Έμ λ μ£Όλ‘ λ―Έμ±λ
μ¬μ±μ΄λΌλ μ£Όλ³νλ μ‘΄μ¬μ μ μ£Όλ―Όμ λ¨Έλ¬Ό λΏ λ¨μ± μλ―Όμ μμμ νμ₯ μ λμ λ¨Έλ¬Όκ³ μλ κ²μΌλ‘ λνλ¬λ€.
The task of the essay is to analyse the discourse of multiculture represented korean mass image narrative. The focus of this study is the communicative ethic. The analysis showed three aspect of the discourse of multiculture. First, in , the friendship is represented as communicative ethic. Second, in , the authenticity which appeal to human thing is represented as communicative ethic. It leaded to discover the human thing which could understand the otherness and communicate with open mind. Third, in , subject communicated the otherness through the common of the family. But it evirated the voice of the other and wallow in self-pity. Taken together, a analysis showed that the discourse of multiculture in korea to find way to change the self-identity to communicate with other
1920λ λ μ΄κΈ° νΈμ§μ²΄μμ€μ ννμ μλ―Έ
κ΅μ΄κ΅μ‘μμ ννμ μ΄ν΄μ ν¨κ» ν΅μ¬ λ²μ£Όμ΄λ€. μΈκ°μ μΆμ΄ κ²°κ΅μ μμμ νμμμ κ΄κ³λ‘ μ΄λ£¨μ΄μ§λ€κ³ ν λοΌ ννμ μμλ₯Ό λλ¬λ΄λ μΌμ μνλ€. ꡬνμ¬ μ λκ΅μ‘μΌλ‘μμ κ΅μ΄κ΅μ‘μ νμ νμ§ μλλΌλ μ΄κ²μ΄ μ°λ¦¬ μνκ³Ό μΈμ΄νλμ μμ΄ κΈ°λ³Έμ νλμμ λꡬλ μΈμ ν κ²μ΄λ€
A Study on the discourse production method in Korean modern novel : the association `counter-discourse` and `literary education`
νμλ
Όλ¬Έ(λ°μ¬)--μμΈλνκ΅ λνμ :κ΅μ΄κ΅μ‘κ³Ό κ΅μ΄κ΅μ‘μ 곡,1997.Docto
Dialogism and the Model of Cultural Poduction Composition
The task of this paper is to investigate Dialogism Composition Education theory focus on cultural production The composition as cultural production supplement individual perception as creativity. From this point of view the language creativity is usual, collective, and popular. So, Composition education as cultural production stress on the context of language usage and answerability to 'ready made meaning'. Depending on this, we recognition a position of learner, composition principle and language cultural property. We regard learner as culture subject, so their writing mist be approved by their difference instead of good writing/bad writing. We regard expression knowledge as activated by learner's context. We regard language cultural property as education content
The Sociocultural Approach of Literacy and Korean Language Education
The task of this paper is to inquire the sociocultural approach of literacy and to reflect it's significance in Korean Language Education. The theory of literacy has fallen into the field of discourse. It is the sociocultural approach of literacy that explains the literacy in context of concrete human activity, such as believing, interacting, acting, being etc. beyond individual writing and reading. This point is that the literacy is understood in the socio-culture process/ practice. The socio-culture context is structured four layers. 1) the layer of language culture resources-meaning shema, genre convention 2) the layer of discourse-ideology and model of identity 3) the layer of social institution and power relations. 4) the layer of the material structure. This approach imply the significance in korean language education following three point. First, school literacy needs critical approach and integrated various model. Second, the importance of critical practice. Third, the problem of identity and ethics in literacy practice and education