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
오류제보하기
This thesis was written to analyze the educational content for teaching pronouns in the secondary school curriculum. The topic is currently debated in academia.
In this research, we studied educational contents of pronouns as follows. First, we studied educational contents of pronouns in the revised curriculum of 2007, 23 textbooks on 『국어(Korean)』 and 『생활국어(Practical Korean)』 for middle school students. Second, we studied educational contents of pronouns in the revised curriculum of 2009, and 4 Korean text books on 『독서와 문법(Reading and Grammar)』 for high school optional curriculum. And finally, we analyzed the problems of educational contents and proposed an alternative point.
According to textbooks, the most general notion of a pronoun is “the words which substitute for names of persons, things and places.” Examples of most frequently used pronouns are, “나(I), 너(you), 이것(this), 그것(it), 저것(that), 여기(here), 저기(there)”.
We researched the content relevance of teaching Korean grammar while focusing on the notion of pronouns, the example vocabulary and activities related to pronouns. We also researched how pronouns were classified by textbooks.
Textbooks have features that should convey the most essential core information to middle and high school students using limited space and materials. Therefore, the notion of pronouns, the example vocabulary and activities related to pronouns should work efficiently within limited space.
Investigations recently made on textbooks based on the revised curriculum of 2011 are currently at their peak. Pronouns will be dealt with as a subcategory of content related to the parts of speech in the revised curriculum of 2011.
We expect our arguments will make many aware of the content problems in teaching pronouns and influence others to seek alternatives.
In this research, we studied educational contents of pronouns as follows. First, we studied educational contents of pronouns in the revised curriculum of 2007, 23 textbooks on 『국어(Korean)』 and 『생활국어(Practical Korean)』 for middle school students. Second, we studied educational contents of pronouns in the revised curriculum of 2009, and 4 Korean text books on 『독서와 문법(Reading and Grammar)』 for high school optional curriculum. And finally, we analyzed the problems of educational contents and proposed an alternative point.
According to textbooks, the most general notion of a pronoun is “the words which substitute for names of persons, things and places.” Examples of most frequently used pronouns are, “나(I), 너(you), 이것(this), 그것(it), 저것(that), 여기(here), 저기(there)”.
We researched the content relevance of teaching Korean grammar while focusing on the notion of pronouns, the example vocabulary and activities related to pronouns. We also researched how pronouns were classified by textbooks.
Textbooks have features that should convey the most essential core information to middle and high school students using limited space and materials. Therefore, the notion of pronouns, the example vocabulary and activities related to pronouns should work efficiently within limited space.
Investigations recently made on textbooks based on the revised curriculum of 2011 are currently at their peak. Pronouns will be dealt with as a subcategory of content related to the parts of speech in the revised curriculum of 2011.
We expect our arguments will make many aware of the content problems in teaching pronouns and influence others to seek alternatives.
목차
Ⅰ. 들어가며
Ⅱ. 대명사 관련 교육과정 및 교과서 분석
Ⅲ. 대명사 관련 교육내용의 문제점 및 개선 방향
Ⅳ. 나오며
참고문헌
[Abstract]
참고문헌 (61)
참고문헌 신청
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2013-710-001558921