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
The purpose of this study is to look at the problems of text classification described in the revised Korean language curriculum in 2009 and to set-up systematization of text classification for problem-solving around diachronic side of essay.
Text classification of the revised Korean language curriculum in 2009 is divided into text for information delivery, text for persuasion, text for social interaction, text for self-reflection, text for learning. Among them, the text for learning is excluded in the revised Korean language curriculum in 2011. But the problem of the relationship set with essay writing belonging to this text type and editorial writing, proposal writing, critique, comments on current events etc. belonging on text for persuasion still has potential.
To solve this problem, we will have to consider diachronic side of essay. the term, essay was widely used in personal anthology of Goryeo and Joseon Dynasty. When essay is related to writing form, it is associated with non-writing[論文], seol-writing[說文], won-writing[原文], byeon-writing[辯文], pyeong-writing[評文], ui-writing[議文], hae-writing[解文], sangso-writing[上疏文], chaek-writing[策文] etc.
The style of traditional essay continues that tradition through a writing formal union of the modern sense, not gone. In other words, non-writing and seol-writing changes as editorial writing, pyeong-writing turns into critique and comments on current events, ui-writing and sangso-writing changes as proposal writing.
Therefore the text for persuasion can be set up into essay style in text classification of writing education. And the text for information delivery can be set up into description style, the text for social interaction and self-reflection can be set up into narrative style. This new text classification could be one way on the existing text classification.
Text classification of the revised Korean language curriculum in 2009 is divided into text for information delivery, text for persuasion, text for social interaction, text for self-reflection, text for learning. Among them, the text for learning is excluded in the revised Korean language curriculum in 2011. But the problem of the relationship set with essay writing belonging to this text type and editorial writing, proposal writing, critique, comments on current events etc. belonging on text for persuasion still has potential.
To solve this problem, we will have to consider diachronic side of essay. the term, essay was widely used in personal anthology of Goryeo and Joseon Dynasty. When essay is related to writing form, it is associated with non-writing[論文], seol-writing[說文], won-writing[原文], byeon-writing[辯文], pyeong-writing[評文], ui-writing[議文], hae-writing[解文], sangso-writing[上疏文], chaek-writing[策文] etc.
The style of traditional essay continues that tradition through a writing formal union of the modern sense, not gone. In other words, non-writing and seol-writing changes as editorial writing, pyeong-writing turns into critique and comments on current events, ui-writing and sangso-writing changes as proposal writing.
Therefore the text for persuasion can be set up into essay style in text classification of writing education. And the text for information delivery can be set up into description style, the text for social interaction and self-reflection can be set up into narrative style. This new text classification could be one way on the existing text classification.
목차
1. 머리말
2. 텍스트 분류의 문제점
3. 텍스트 분류 방안
4. 맺음말
참고문헌
[Abstract]
참고문헌 (0)
참고문헌 신청이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2013-810-001691355