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안찬원 한국문법교육학회 2018 문법 교육 Vol.34 No.-
The purpose of this study is to understand present level of learners based on the analysis usage patterns of psychological adjective in elementary school students’ diaries and to propose an educational plan considering characteristics of learners. The results of analyzing diaries of elementary school students are as follows. First, they prefer psychological adjectives to other adjectives. Second, they repeatedly use higher frequency psychological adjectives. Third, there is a disadvantage that the meaning of the sentence becomes ambiguous or the information transmission becomes weak by omitting the causal argument. The implications of analysis results are as follows. It is necessary to emphasize psychological adjective education reflecting the needs of learners in Korean language education. To avoid repeated use of some psychological adjectives, it is necessary to strengthen the learning of psychological adjective’s synonyms. In order to solve the ambiguity, the student must learn to construct the argument of the predicate, but we should be careful not to reduce the speaker’s intentions and feelings.
안찬원 한국국어교육학회 2016 새국어교육 Vol.0 No.108
This article is aimed to improve the ability of self-expression for elementary school students through different vocabulary presentation method. In learning to improve the ability of self-expression, it should clearly distinguish between a ‘self-introduction’ and a ‘self-reflection’. Because a ‘self-introduction’ assumed the reader to the others but ‘self-reflection’ is the reader’s own self. Specific learning method is as follows. First, it should provide the vocabulary for expressing self-expression’s developmental stage such as the body area, the role area, inner area, and interpersonal relationships. Second it should distinguish between the topic vocabulary presentation method and the expressive vocabulary presentation method. In the beginning stage, typically presented using the topic vocabulary presentation method. Since they improve the ability of self-expression, gradually it is preferred to utilize the expressive vocabulary presentation method. 이 글은 어휘 제시 방법을 활용하여 초보 학습자의 자기표현 능력을 향상시키는 데 목적이 있다. 자기표현이란 자신의 생각이나 감정을 정직하고 솔직하게 표현하는 행위로, 초보적인 단계에서는 자신이나 타인에게 쉽게 드러나는 영역을 표현하다가 궁극적으로 개인의 내적 영역을 표현할 수 있어야 한다. 자기표현에서 타인을 독자로 상정한 ‘자기소개’와 자신이 독자인 ‘자아성찰’을 명확하게 구분하여야 한다. 이를 실천할 수 있는 구체적인 방법으로 신체 영역, 역할 영역, 내적 영역, 대인관계 등 자기표현 발달 단계를 고려한 어휘 제시 방법과 주제어와 표현 어휘를 구분한 제시 방법을 마련하였다. 초보 단계에서는 주제어 제시 방법을 사용하다가 자기표현 능력이 향상됨에 따라 점진적으로 표현 어휘 제시 방법을 활용하는 것이 바람직하다.
문법 교육의 변화와 국어과 핵심역량 - 교육과정 내용과 연구 동향을 중심으로 -
안찬원 한국문법교육학회 2017 문법 교육 Vol.29 No.-
This article is aimed to found the identity of grammar education through the analysis of national Korean curriculum. From syllabus period to the third curriculum, the beginning of the grammar education, this period was not rich in grammar educational contents, but it laid the foundation for grammatical contents. From the 4th curriculum to the 7th curriculum, grammar education has greatly improved. Grammatical education has been criticized because it is focused on knowledge education, but the results of various studies overcome the crisis, and the contents of grammar education have been refined more concretely. After the 2007 curriculum, grammar education contents have been expanded to ‘sentence, discourse/text, language’ and balanced in terms of ‘knowledge, use and attitude’, but the contents have recently been reduced. Grammar knowledge and grammar inquiry learning are suitable for educating ‘self-reflection and self-development competence’ and ‘data and information utilization competence’ of core competencies. The grammar of discourse and the education of language’s use is related to ‘critical and creative thinking competence’, ‘communication competence’, ‘community interpersonal relationship competence’. ‘Culture enjoyment competence’ and ‘community interpersonal relationship competence’ can be improved with Korean language recognition and attitude, grammar based on real-life language, etc.