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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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The purpose of this study was to examine the objectives and content of Korean language education from a narrative perspective.
Bruner's narrative mode of thought provides a new perspective on the aspects of human life that have been disregarded in existing paradigmatic mode of thought. In the perspective of narrative mode of thought, Korean language education should aim to teach students to get a good understanding of themselves, to construct their own meaning, to piece together their life experiences into a narrative and to present it to others or make a work based on that. In terms of the content of education, what to teach should be organized in two different dimensions. One is ‘story' as a frame of meaning, and the other is ‘discourse' as an activity to invent and share a story and construct its meaning. The reconceptualization of the objectives and content of Korean language education from a narrative perspective will reveal the value of this education and suggest some of the right directions for the selection of teaching content. This study is expected to make a contribution to the improvement of Korean language education and its teaching activities.
Bruner's narrative mode of thought provides a new perspective on the aspects of human life that have been disregarded in existing paradigmatic mode of thought. In the perspective of narrative mode of thought, Korean language education should aim to teach students to get a good understanding of themselves, to construct their own meaning, to piece together their life experiences into a narrative and to present it to others or make a work based on that. In terms of the content of education, what to teach should be organized in two different dimensions. One is ‘story' as a frame of meaning, and the other is ‘discourse' as an activity to invent and share a story and construct its meaning. The reconceptualization of the objectives and content of Korean language education from a narrative perspective will reveal the value of this education and suggest some of the right directions for the selection of teaching content. This study is expected to make a contribution to the improvement of Korean language education and its teaching activities.
목차
Ⅰ. 머리말
Ⅱ. 내러티브적 접근의 교육적 가치
Ⅲ. 내러티브적 교육 내용의 구성
Ⅳ. 맺음말
참고문헌
Abstract
참고문헌 (37)
참고문헌 신청
1. [학술지(정기간행물)] - 강현석 / 2005 / 합리주의적 교육과정 체제에서 배제된 내러티브 교육과정의 가능성과교과목 개발의 방향 탐색 / 교육과정연구 23 (2) : 83 ~ 115
3. [학술지(정기간행물)] - 강현석 / 2009 / 내러티브를 활용한 교과교육학적 지식(PCK) 개발의 예비적 탐색 / 초등교육연구 22 (3) : 217 ~ 243
4. [학술지(정기간행물)] - 강현석 / 2011 / 교과교육에서 내러티브의 의미와 가치 / 역사교육논집 46 (46) : 3 ~ 59
5. [기타자료] - 교육인적자원부 / 2007 / 국어과 교육과정 / 교육인적자원부 고시 제 2007-79호[별책 05]
6. [단행본] - 김수업 / 2006 / 배달말 가르치기 / 나라말
3. [학술지(정기간행물)] - 강현석 / 2009 / 내러티브를 활용한 교과교육학적 지식(PCK) 개발의 예비적 탐색 / 초등교육연구 22 (3) : 217 ~ 243
4. [학술지(정기간행물)] - 강현석 / 2011 / 교과교육에서 내러티브의 의미와 가치 / 역사교육논집 46 (46) : 3 ~ 59
5. [기타자료] - 교육인적자원부 / 2007 / 국어과 교육과정 / 교육인적자원부 고시 제 2007-79호[별책 05]
6. [단행본] - 김수업 / 2006 / 배달말 가르치기 / 나라말
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UCI(KEPA) : I410-ECN-0101-2013-710-000675321