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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2016.6
- 수록면
- 279 - 308 (30page)
- DOI
- 10.24993/JKLCY.2016.06.18.279
이용수
초록· 키워드
오류제보하기
The Korean language education is based on skill based Functionalism has been settled as the major paradigm of Korean language education after the 5th national curriculum. The current national curriculum is still under its influence. But the theoretical approach to first language education has rapidly shifted from cognitive and constructional approach to social constructional approach. The social-constructivism premises that the learning is constructed on the social level not on the individual level. One of the most effective learning method is having students discuss the literary work using a dialogue. Literary works as authentic materials, provide lively dialogues which consist of genuine questions and answers, and the explorations of meaningful problems. These activities are the ideal aspects of Korean language education.
The present study aimed to heighten the dialogic literacy in the classroom discourse through the ‘reading aloud’ method. To do this, I adopted a scaffolding model of reading aloud, which is employed at the three phases of reading class: pre-reading, during-reading, and post-reading. Also, this study presented sample activities using some literary texts. With this new teaching model, both teachers and students cooperate to make a new meaning in the language classroom. In this respect, ‘reading aloud’ will be worked as a scaffolding for the authentic discussion.
The present study aimed to heighten the dialogic literacy in the classroom discourse through the ‘reading aloud’ method. To do this, I adopted a scaffolding model of reading aloud, which is employed at the three phases of reading class: pre-reading, during-reading, and post-reading. Also, this study presented sample activities using some literary texts. With this new teaching model, both teachers and students cooperate to make a new meaning in the language classroom. In this respect, ‘reading aloud’ will be worked as a scaffolding for the authentic discussion.
목차
1. 교실에서의 국어교육, 문학교육
2. 변화의 철학, 변화의 방향
3. 교실에서의 문학 수업과 작품 읽어주기
4. 작품 읽어주기의 의미와 그 실제
5. 작은 실천, 큰 변화
참고문헌
Abstract
참고문헌 (21)
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UCI(KEPA) : I410-ECN-0101-2017-806-000819417