자습용 한국어 기본 문법 학습 교재 모형 개발 연구

김명회 ( Myeong Hoe Gim ) 한국문법교육학회 2006 문법 교육 Vol.5 No.-

The purpose of the study is to consider the various aspects of developing teaching materials for Korean as a foreign language and especially, to suggest the necessity of textbook development, which is related to a learner-oriented grammar education in Korean. Ahead of this, the study conducted a research from the practical perspective of grammar education, which its role had been decreased because of the speaking-oriented teaching based on the result on the existing grammar textbooks. The study examines the relationship between the principles of foreign language education and the grammar teaching. Then the need of grammar education is emphasized and suggests a grammar model of the existing materials for teaching-leaning. Also, it provides an analysis standard of practice type through theoretical explanation on the plan and development of the teaching materials. The selection of the teaching materials for analysis in the study considered grammar study books that were primarily published as a separate volume in Korea, and materials of elementary level from the legal education agencies along with their workbooks were involved. But, the teaching materials from the legal education agencies had the integrated function in language, thus, the models that were related with grammar teaching-learning were distinguished and analyzed separately in the contents. The introducing model and teaching models of grammar and the analysis of practice type were set based on references from the existing study on teaching materials analysis and itemized into the size, purpose, principles and structure, introduction and explanation of grammar rules, practice type, and appendix of media sources. Finally according to the analysis of teaching materials, the direction of developing a self-teaching material for the basic Korean grammar was discussed. In order for this, the considerations to develop a self-teaching material for the basic Korean grammar model were suggested based on the result of the study on the existing grammar teaching materials after the direction of the basic Korean grammar book for self-teaching was established through the analyzed data from the study. Also, a frame of model for teaching material was introduced even though it was not sufficient. Through the result that was obtained through this study, there should be more considerations on the taste of a learner`s learning tendency and be more study and development on the necessary teaching materials to instruct Korean that reflects dynamic point of views. Also, I hope to get results from such dynamic studies to apply the results in the real educational setting, thus, give more opportunities of selecting study materials and studying to learners.

การศึกษาสื่อออนไลน์ที่ส่งเสริมการเรียนภาษาไทยของ นักศึกษาเกาหลีในมหาวิทยาลัยฮันกุกภาษาและกิจการต่างประเทศ

ธิดารัตน์งามนิกร ( Tidarat Ngamnikorn ) 한국태국학회 2017 한국태국학회논총 Vol.23 No.2

งานวิจัยนี้มีวัตถุประสงค์คือ เพื่อศึกษาเนื้อหาและรูปแบบการนำเสนอของสื่อออนไลน์ที่ ส่งเสริมการเรียนภาษาไทย ประกอบด้วย สื่อออนไลน์จากเว็บไซต์ยูทูป (Youtube) 4 ช่องคือ ช่อง 오빠 까올리 TV(โอ๊ปป้าเกาหลีTV) ช่อง Learn Thai with ThaiPod101.com ช่อง ThaiwithMod และช่อง hankuk sanuksanan และจากเฟซบุ๊ก (Facebook) 2 เพจ คือ เพจโอ๊ปป้าเกาหลีtv - 오빠 까올리 tv และเพจ Hankuk sanooksanan ฮันกุก สนุกสนาน และศึกษาข้อมูลเกี่ยวกับการใช้สื่อออนไลน์ที่ส่งเสริมการเรียนภาษาไทยของนักศึกษา เกาหลี ประกอบด้วย ข้อมูลทั่วไปของนักศึกษา ประเภทของสื่อออนไลน์ที่นักศึกษาใช้ เครื่องมือ ในการเชื่อมต่อข้อมูล วัตถุประสงค์และพฤติกรรมในการใช้ และผลจากการใช้สื่อออนไลน์ ผลการวิจัยพบว่า จากการศึกษาสื่อออนไลน์ที่ส่งเสริมการเรียนภาษาไทย สามารถจัดกลุ่มสื่อ ออนไลน์ได้ตามเนื้อหาและรูปแบบที่นำเสนอ กล่าวคือ สื่อออนไลน์ที่มุ่งเน้นการสอนภาษาไทยให้ ชาวต่างชาติ โดยจัดทำเป็นบทเรียนต่างๆ ที่สอดแทรกวัฒนธรรมไทย มีรูปแบบการสอนผ่าน การแสดงบทบาทสมมติ (Role play) มีคำบรรยายทั้งภาษาไทย ภาษาอังกฤษ และสัทอักษร (Phonetic) นอกจากนี้ยังมีแบบฝึกการฟังและแบบฝึกการอ่านเพื่อให้ผู้เรียนได้ฝึกฝนความรู้ ได้แก่ เว็บไซต์ยูทูปช่อง Learn Thai with ThaiPod101.com และช่อง ThaiwithMod ส่วนสื่อออนไลน์ที่มุ่งเน้นความสนุกสนาน ทันสมัย มีกิจกรรมที่หลากหลายในรายการ มีคำ บรรยายทั้งภาษาไทยและภาษาเกาหลี ได้แก่ เว็บไซต์ยูทูปและเฟซบุ๊กของ 오빠까올리 TV (โอ๊ปป้าเกาหลีTV) กับ เว็บไซต์ยูทูปและเฟซบุ๊กของ Hankuk sanooksanan ฮันกุก สนุกสนาน ซึ่งสื่อออนไลน์กลุ่มนี้ ไม่มุ่งเน้นการสอนภาษาไทยเป็นหลักแต่ผู้เรียนสามารถเรียน ภาษาไทยโดยผ่านกิจกรรมต่างๆ ที่นำเสนอได้ สำหรับการศึกษาการใช้สื่อออนไลน์ของนักศึกษาเกาหลี พบว่า การใช้สื่อออนไลน์ที่ส่งเสริม การเรียนภาษาไทยทำให้ทักษะภาษาไทยทั้ง 4 ทักษะดีขึ้น แต่เป็นที่น่าสังเกตว่า นักศึกษา ส่วนใหญ่ไม่ได้ใช้สื่อออนไลน์ที่ส่งเสริมการเรียนภาษาไทย เนื่องจากไม่ทราบมาก่อนว่ามีสื่อ ออนไลน์ประเภทนี้ ผู้วิจัยมีความเห็นว่า ผู้สอนควรเป็นผู้นำทางและชี้แนะถึงความเหมาะสมของ การใช้สื่อออนไลน์ให้ถูกต้อง และเกิดประโยชน์สูงสุดต่อผู้เรียน The objective of this research is to study contents and presentation style of online materials to support study Thai Language including online media from YouTube and Facebook. There are 4 channels from YouTube which are 1) 오빠 까올리 TV Channel (Oppa Korean TV) 2) Learn Thai with ThaiPod101.com Channel 3) ThaiwithMod Channel and 4) hankuk sanuksanan and 2 pages from Facebook which are 1) oppa Korean tv - 오빠 까올리 tv Page and 2) Hankuk sanooksanan Page. These are studying information about the online materials usage to support study Thai Language of students in Korea consist of general information of students, type of online materials usage, information connection tools, purpose and behavior, and result from online materials usage. The research result found that the studying of online materials usage to support study Thai Language are able to be categorized by contents and type of presentation. These two types are the online materials which focused on teaching Thai language to the foreigners. The lessons are included Thai culture by teaching through Role Play with subtitles in Thai, English, and Phonetic. Moreover, there are listening and reading practice such as Learn Thai with ThaiPod101.com Channel and ThaiwithMod Channel from YouTube. The online materials which are focused on fun and trendy with various activities with subtitles in Thai and Korean are 오빠 까올리 TV Channel (Oppa Korean TV) and Hankuk sanooksanan from YouTube and Facebook. These online materials do not focus on teaching Thai language, but the students are able to learn from the activities. For the studying of online materials usage of Korean students, found that make four skills; listening, speaking, reading, and writing, in Thai language more efficient. Most of students do not use the online materials to support their study Thai language because they do not know this type of online materials. The researcher suggests that the teachers are the important part to encourage their students to suggest which the appropriate of online materials are.

The Study of Online Materials usage for supporting study Thai Language of Korean students in Hankuk University of Foreign Studies

Tidarat Ngamnikorn 한국태국학회 2017 한국태국학회논총 Vol.23 No.2

The objective of this research is to study contents and presentation style of online materials to support study Thai Language including online media from YouTube and Facebook. There are 4 channels from YouTube which are 1) 오빠 까올리 TV Channel (Oppa Korean TV) 2) Learn Thai with ThaiPod101.com Channel 3) ThaiwithMod Channel and 4) hankuk sanuksanan and 2 pages from Facebook which are 1) oppa Korean tv - 오빠 까올리 tv Page and 2) Hankuk sanooksanan Page. These are studying information about the online materials usage to support study Thai Language of students in Korea consist of general information of students, type of online materials usage, information connection tools, purpose and behavior, and result from online materials usage. The research result found that the studying of online materials usage to support study Thai Language are able to be categorized by contents and type of presentation. These two types are the online materials which focused on teaching Thai language to the foreigners. The lessons are included Thai culture by teaching through Role Play with subtitles in Thai, English, and Phonetic. Moreover, there are listening and reading practice such as Learn Thai with ThaiPod101.com Channel and ThaiwithMod Channel from YouTube. The online materials which are focused on fun and trendy with various activities with subtitles in Thai and Korean are 오빠 까올리 TV Channel (Oppa Korean TV) and Hankuk sanooksanan from YouTube and Facebook. These online materials do not focus on teaching Thai language, but the students are able to learn from the activities. For the studying of online materials usage of Korean students, found that make four skills; listening, speaking, reading, and writing, in Thai language more efficient. Most of students do not use the online materials to support their study Thai language because they do not know this type of online materials. The researcher suggests that the teachers are the important part to encourage their students to suggest which the appropriate of online materials are. งานวิจัยนี้มีวัตถุประสงค์คือ เพื่อศึกษาเนื้อหาและรูปแบบการนำเสนอของสื่อออนไลน์ที่ส่งเสริมการเรียนภาษาไทย ประกอบด้วย สื่อออนไลน์จากเว็บไซต์ยูทูป (Youtube) 4 ช่องคือ ช่อง오빠 까올리TV(โอ๊ปป้าเกาหลีTV) ช่อง Learn Thai with ThaiPod101.com ช่อง ThaiwithMod และช่อง hankuk sanuksanan และจากเฟซบุ๊ก (Facebook) 2 เพจคือ เพจโอ๊ปป้าเกาหลีtv – 오빠 까올리tv และเพจ Hankuk sanooksanan ฮันกุกสนุกสนาน และศึกษาข้อมูลเกี่ยวกับการใช้สื่อออนไลน์ที่ส่งเสริมการเรียนภาษาไทยของนักศึกษาเกาหลี ประกอบด้วย ข้อมูลทั่วไปของนักศึกษา ประเภทของสื่อออนไลน์ที่นักศึกษาใช้ เครื่องมือในการเชื่อมต่อข้อมูล วัตถุประสงค์และพฤติกรรมในการใช้ และผลจากการใช้สื่อออนไลน์ ผลการวิจัยพบว่า จากการศึกษาสื่อออนไลน์ที่ส่งเสริมการเรียนภาษาไทย สามารถจัดกลุ่มสื่อออนไลน์ได้ตามเนื้อหาและรูปแบบที่นำเสนอ กล่าวคือ สื่อออนไลน์ที่มุ่งเน้นการสอนภาษาไทยให้ชาวต่างชาติ โดยจัดทำเป็นบทเรียนต่างๆ ที่สอดแทรกวัฒนธรรมไทย มีรูปแบบการสอนผ่านการแสดงบทบาทสมมติ (Role play) มีคำบรรยายทั้งภาษาไทย ภาษาอังกฤษ และสัทอักษร (Phonetic) นอกจากนี้ยังมีแบบฝึกการฟังและแบบฝึกการอ่านเพื่อให้ผู้เรียนได้ฝึกฝนความรู้ ได้แก่ เว็บไซต์ยูทูปช่อง Learn Thai with ThaiPod101.com และช่อง ThaiwithMod ส่วนสื่อออนไลน์ที่มุ่งเน้นความสนุกสนาน ทันสมัย มีกิจกรรมที่หลากหลายในรายการ มีคำบรรยายทั้งภาษาไทยและภาษาเกาหลี ได้แก่ เว็บไซต์ยูทูปและเฟซบุ๊กของ오빠까올리TV (โอ๊ปป้าเกาหลีTV) กับ เว็บไซต์ยูทูปและเฟซบุ๊กของ Hankuk sanooksanan ฮันกุกสนุกสนาน ซึ่งสื่อออนไลน์กลุ่มนี้ ไม่มุ่งเน้นการสอนภาษาไทยเป็นหลักแต่ผู้เรียนสามารถเรียนภาษาไทยโดยผ่านกิจกรรมต่างๆ ที่นำเสนอได้ สำหรับการศึกษาการใช้สื่อออนไลน์ของนักศึกษาเกาหลี ...

근대 척독집 성행의 문화적 의미와 근대 한문학사적 위상

홍인숙(Hong In suk) 한국고전연구학회 2014 한국고전연구 Vol.0 No.30

본고는 1900∼1950년대까지 이어진 근대 척독집의 성행이라는 문화적 현상의 의미를 살펴보고 그 한문학사적 위상을 해명하고자 하는 것을 목표로 한다. 이를 위해 본고는 각 시대를 대표하는 근대 척독집 13종을 대상으로 하여 여기에 나타난 '옛 전통(舊)'과 '시대성(時)'의 양상을 각각 살펴보고, '舊(권위)'과 '時(실용)'의 동시 획득이라는 이중 효용이 근대 척독집 성행의 근본적 원인이었다고 분석하였다. 즉 근대 척독집의 장르적 본질은 '구(舊)'와 '시(時)'라는 상반된 경향성이 긴장하며 공존하는 것에 있었으며, 이것이 근대 대중들로 하여금 척독집을 계속적으로 소비하게 만든 원인이었다는 것이다. 근대 척독집의 '옛 전통(舊)' 지속의 차원에서는 첫째, 척독집 내부의 체계와 예문을 통해 구현하고 있는 유교적 질서를 주목하였다. 이를 위해 친친(親親)의 원리에 입각해 설정된 목차와 편성, 순한문체 상제례ㆍ 혼례 서식의 의미, 척독집 자체 예문을 통해 설파되고 있는 존비법의 강조 등의 측면을 차례로 분석하였다. 옛 전통 지속의 차원에서 두 번째로 주목한 것은 근대 척독집 그 자체의 '구학문 옹호 매체'로써의 기능이다. 구학문 옹호론의 주요 내용은 한문이라는 문자의 권위를 옹호하고 유교 경전의 근본적 가치를 설득하는 것이었다. 근대 척독집의 '시대성(時)' 반영의 차원에서는 첫째, 이 장르가 국한문 문체 차원에서 매우 민감한 시대적 변화를 보이고 있었던 측면을 구체적으로 살펴보고, 김우균, 이종국 등 주요 척독집 저자들의 국한문 혼용 및 언문불일치에 대한 문체의식을 주목하였다. 둘째, 근대 척독집이 신문물의 소개 내용을 다양하게 담고 있었다는 점과 새로운 문화를 소개하는 문화적 학습서의 기능을 갖고 있었음을 지적하였다. 근대 한문학사의 차원에서 근대 척독집은 쇠퇴의 징후를 확인하게 해주는 텍스트가 아니라 '시대적 변화와 대중의 욕구에 재빠르게 대응'한 장르라고 볼 수 있을 것이다. 비록 투식구와 통속화로 점철된 자료군이지만 그 속에 다양한 척독집 작가들의 고민과 모색이 녹아 있었음을 확인할 수 있었기 때문이다. 또한 근대 척독집을 통해 '한문'이라고 하는 문의 체계가 대중화되고 지속된 점은 충분한 평가가 필요한 대목이라고 지적하였다. 또한 근대 척독집의 소비라는 현상을 통해 대중들이 표현한 '한문에 대한 욕망' 또한 더 적극적으로 해명될 필요가 있다고 보았다. This article aims to examine the meaning of cultural phenomenon of popularity of Modern Study Materials for Writing Letters in Chinese between the 1900s and 1950s and explain its status in the History of Korean Chinese Literature. For this purpose, this article looked at 13 kinds of Modern Study Materials for Writing Letters in Chinese representative of each period in terms of the aspects of 'old tradition(舊)' and 'contemporary meaning(時).' Through this process, it analyzed the dual effects of simultaneous acquisition of 'authority' and 'practicality' was fundamental reasons for the popularity of Modern Study Materials for Writing Letters in Chinese. In other words, the genre essence of Modern Study Materials for Writing Letters in Chinese lied in the co-existence of opposite tendency of 'old/authority' and 'contemporary/ practicality'. This article ultimately claims that the reason why modern people continue to consume the Modern Study Materials for Writing Letters in Chinese is because of these dual effects. To prove this, this article examined the dimension of maintaining 'old tradition(舊)' in Modern Study Materials for Writing Letters in Chinese in terms of two things. First, it focused on the order and principles of Confucianism embodied through the table of contents and example sentences in Modern Study Materials for Writing Letters in Chinese. Second, it focused on the function of Modern Study Materials for Writing Letters in Chinese as a medium defending the old classic studies and details of the function. Also, it examined the dimension of reflecting 'contemporary meaning(時)' in Study Materials for Writing Letters in Chinese in terms of following two aspects. First, it analyzed the chronological change of Korean and Chinese mixed style as well as the stylistics on the Korean and Chinese characters by the authors of major Modern Study Materials for Writing Letters in Chinese. Second, it examined the contents of various products of civilization introduced in Modern Study Materials for Writing Letters in Chinese, and pointed out that it also served as a cultural learning material. Study Materials for Writing Letters in Chinese at the level of History of Korean Chinese Literature should be seen not as a text in the period of decline, but as a genre that 'promptly responded to the historical change and demands of the public.' The agonies and search for solutions by various readers of Study Materials for Writing Letters in Chinese were contained in this text, through which the écriture that is 'Chinese Classics' became popularized and lasted. Thus, the status of Modern Study Materials for Writing Letters in Chinese in the History of Korean Chinese Literature should be evaluated more actively.

메이지(明治)기 한국어 학습서의 연구 현황

진남택 한양대학교 일본학국제비교연구소 2018 비교일본학 Vol.43 No.-

본 논문에서는 메이지 시대에 간행된 85종의 한국어 학습서의 목록을 제시하고 연구 현황을 개관하었다. 또한 가나 음주 표기의 해석 문제를 제기하고 한국어 학습서 사이의 영향 관계 등을 각각의 한국어 학습서의 본문을 대조하여 살펴보았다. 한국어 학습서의 한일 대역문은 그 자체로 양언어의 문법 및 어휘 연구에 기초 자료로서 의미를 지니고 있으며 한글이나 가나(仮名)로 상대방 언어를 전사한 부분은 음성・음운론적인 연구 자료로 이용될 수 있다. 한국어 학습서에 대한 연구는 1990년대 이전에는 문헌의 서지학적인 정보나 저자를 소개하는 논문이 중심이었으나 2000년대에 들어와서는 한국어 학습서에 대한 다양한 연구가 이루어지기 시작하였다. 앞으로 각각의 한국어 학습서에 대한 분석과 연구가 축적되고 한일 대역문을 코퍼스화하면 음운, 어휘, 문법, 방언, 외래어표기법 등의 언어사적 연구 자료로서도 큰 가치를 지닐 것이며 에도 시대의 조선자료와 함께 종합적이고 체계적인 연구가 가능할 것으로 기대된다. In this study, 85 types of Korean study materials which were published during the Meiji period are introduced and the status of their corresponding research was surveyed. In addition, the issue of interpreting Kana sound notations is brought to light. The influential relationship between the Korean study materials was observed by comparing each text in the materials. Within Korean-Japanese parallel texts, the Korean study material has significance as the basic material for both grammar and lexicon research in and of themselves. They are also significant in the transcription of other language into Korean or Kana and can be utilized as material for phonetic and phonological research. Former research on Korean study materials were centered on papers which introduced literature, bibliographic information, and authors during the 1990s. However, diverse research on Korean study materials had begun to bloom in the 2000s. The analysis of each of the Korean study materials, accumulated research, and the creation of the Korean-Japanese parallel text corpus are expected to have a significant value as linguistic research material. This includes such research as phonological changes, lexicon, grammar, vernacular, and loanword orthography as well as nabling comprehensive and systematic research along with Chosun era materials during the Edo period.

EBS와 국어교육

류규오 국어교육학회 2003 國語敎育學硏究 Vol.17 No.-

EBS는 '국어교육'과 관련된 다양한 프로그램을 제공하고 있다. EBS 에서 방송된 국어교육 관련 프로그램을 구분하면 '교과강의형', '비교과- 학습자료형', '일반교양' 프로그램 등으로 나눌 수 있다. 그 중 가장 큰 비중을 차지하는 것은 '교과강의 프로그램'들이었다. 이런 프로그램들은 사교육 문제가 국가적 과제로 대두되었고 사교육비 절감을 원하는 국민적 요구가 있기 때문에 제공하는 것이다. EBS는 학교현장 수업에서 자료로 활용할 수 있는 다양한 '비교과 프로그램'과 '학습자료형 프로그램'을 제작, 방송하고 있다. 그러나 EBS의 비교과-학습자료형 프로그램들 중 국어교육 관련 프로그램은 상대적으로 적으며 국어교과의 세부분야인 말하기, 듣기, 읽기, 쓰기, 언어, 문학 중 영상화가 용이한 말하기와 문학분야 위주로 제작되어 왔다. 국어교과는 프로그램으로 제작할 때 상당한 난점이 있다. 첫 번째는 말하기, 듣기, 읽기, 쓰기, 언어, 문학 중 어떤 분야를 선택하여 제작하더라도 시청자 입장에서는 듣기 프로그램화된다는 것이다. 실제로 TV 시청을 통해 이루어지는 언어행위는 듣기행위이며 자막 등의 읽기 행위는 부수적인 행위에 그칠 뿐이다. 그리고 국어교육 프로그램은 재미가 없다는 것이다. 과학교과나 사회 교과 등의 내용교과는 팩트 자체의 흥미성을 유발할 수 있을 뿐만 아니라 내용심화도 가능하다. 그러나 국어교과 등의 도구교과는 내용이 심화하기보다는 유사란 연관 아이템을 나열하는데 그치곤 한다. 이런 문제룰 해결하기 위해서는 국어교과와 다른 교과를 통합해서 제작, 방송하는 것이 필요하다. 그리고 국어교과 중 '어휘력'신장 프로그램은 유아 및 초등저학년 대상으로 프로그램화하는 것이 가능하다. 이를 위해서는 학계에서 유아에서 성인까지 한국인의 한국어발달에 대한 통찰적 연구가 선행되어야 할 것이다. EBS provides various programs related to the Korean language education. The Korean language educatonal programs aired through EBS are classified into three different formats; the school subject lecture form, the non-subject, study material form and the general cultural form. The school subject lecture form programs consist of the largest portion. These programs aimed at meeting the need of people for reducing the private tuition fees and solving the problem of widespread private tutoring throughout the nation. EBS produces and broadcasts many non-subject programs and study material programs for being used as reference in schools. However, the Korean language educational programs get relatively low rate in the non-subject, study material programs of EBS. And if there are some, they are focused only on the detailed areas of the Korean language education such as speaking and literature which are easy to visualize compared with other areas such as listening, reading, and writing. The subject, Korean, has some difficult points for making as a TV program. First, to choose and produce any program of various fields such as speaking, listening, reading, writing, and literature becomes all the same listening-programs to viewers. The main speech function through watching the tele-vision is listening, and the reading function like subtitles is attendant upon the listening. Second, the Korean language educational programs are un-interesting. Science and Social Studies are interesting with the fact itself, and are possible to make further study. However, the instrumental subjects such as Korean are not able to deepen the contents, merely possible to arrange similar items. For solving these problems, it is necessary to produce and broadcast the Korean educational programs combined with other subjects. And the vocabulary raising programs are able to be targetted on the infants and the lower graders of elementary school. Of course, the penetrating study about the Korean language development from infants to aduts should be preceded.

남북한주민 마음의 비교: 물질주의와 개인주의에 대한 정량적 분석

양문수 ( Moon-soo Yang ),이우영 ( Woo Young Lee ) 북한연구학회 2016 北韓硏究學會報 Vol.20 No.1

이 글은 물질주의ㆍ개인주의에 초점을 맞추어 정량적 접근을 통해 남북한 주민의 마음을 비교분석 하는것이 목적이다. 이를 위해 필자들은 제 3국 관계자에게 의뢰해, 해외에 일시 체류중인 북한주민 100명을 대상으로2015년3월부터6월까지 설문조사를 실시했다. 아울러 남한에서는 전문조사기관에 의뢰해 서울, 경기, 인천 등수도권에 거주하는 남한주민440명을 대상으로2015년4월에 설문조사를 실시했다. 남북한주민을 물질주의의 개별 하위범주들의 평균점수만 가지고 비교하면 물질주의 성공과 질투는 거의 차이가 없었고, 물질주의 행복과 만족에서는 북한주민이 남한주민보다 높은 것으로 나타났다. 하지만 배경변인을 통제한 이후의 통계분석(ANCOVA) 결과, 남북한주민간에는 물질주의의 4개 범주 모두 통계적으로 유의미한 차이를 발견할 수 없었다. 집단-개인주의에서는 남한주민의 경우, 수직적 집단주의 〉수평적 집단주의 〉수직적 개인주의 〉수평적 개인주의의 순으로 나타났고, 북한주민 역시 남한주민과 마찬가지로 수직적 집단주의 〉수평적 집단주의 〉수평적 개인주의 〉수직적 개인주의의 순으로 조사되었다. 즉 일반의 예상과는 달리 남한주민이든 북한주민이든 집단주의가 개인주의보다 약간 강한 경향을 보이고 있다. 반면 남한주민은 수평적 성향이 수직적 성향보다 약간 강하고, 북한주민은 거꾸로 수직적 성향이 수평적 성향보다 약간 강한 것으로 나타났다. 남북한주민의 성향을 개별 범주별로 비교하면, 배경변인을 통제한 통계분석(ANCOVA)결과, 수평적 집단주의를 제외한 나머지 3개범주, 즉 수직적 집단주의, 수직적 개인주의, 수평적 개인주의에서 북한 주민이 남한주민보다 각각의 성향이 강한 것으로 조사되었다. 즉 전체적으로 보면 북한주민이 남한주민보다 집단주의와 개인주의 모두 다 강한 것으로 나타나 눈길을 끌었다. This paper is a comparative study on the mind between South Korean residents and North Korean residents. Especially this paper attempts quantitative analysis focusing on materialism and individualism. For this study authors conducted a survey 100 North Korean residents who were staying temporarily in a third country with the help from the persons of a third country. At the same time authors carried out a survey 440 South Korean residents in South Korea through the research institution. When we compare the two Korean residents have an average score of sub-categories of materialism, materialistic success and jealousy is almost no difference, the North Korean materialistic happiness and satisfaction was higher than South Korean. And the results of the statistical analysis after controlling for background variables, between North and South Korean residents could not find statistically significant differences in all four categories of materialism. In the overall inter-Korean residents seem to have in common is a strong tendency to collectivism rather than individualism. In contrast to the South Koreans in horizontal inclination is stronger than the vertical orientation, the vertical inclination in to the North Koreans showed slightly stronger than the horizontal orientation. When comparing the propensity of all Koreans by individual categories, statistics controlling for background variables analysis results, except for horizontal collectivism, namely in vertical collectivism and vertical individualism, horizontal individualism North Koreans showed strong tendency than South Koreans. Seeing as a whole, the North Koreans showed strong both collectivism and individualism than South Koreans.

교과융합을 위한 초등학교 사회과 교육과정과국어 교과서의 연계성 분석

이서영 한국교원대학교 교육연구원 2023 敎員敎育 Vol.39 No.6

연구목적 본 연구는 학습자의 전인적 성장을 목적으로 하는 교육이 실현될 수 있도록 교과교육을 융합하여 교과, 지식, 기능, 가치 및 태도 형성이 효과적으로 이뤄질 수 있는 방안을 모색하는 기초 연구로, 초등 국어 교과서 수록자료에서 사회과 교육과정 구현 양상을 분석하는 데에 목적이 있다. 연구방법 초등 국어 교과서에 제시된 다양한 자료를 읽고 사회과 교육과정 내용 체계에 따라 분류한문서를 교육학박사 1인의 검토를 받은 뒤에 국어 교과서 수록자료에서 나타나는 사회과 교육과정 영역 및 핵심 개념 분포와 학년군 배치 및 내용을 분석한다. 연구결과 국어 교과서에 수록된 사회과 교육과정 관련 자료는 총 59개로, 전 영역에서 나타나지만, 47.7%의 핵심 개념만 다뤄졌다. 특히 '지속가능한 세계' 영역과 '지속가능한 환경' 핵심 개념이 가장 많이 다뤄졌다. 그러나 '경제' 영역은 1개만 수록되어 있었다. 5~6학년군에 수록된 자료가 3~4학년군 보다 1.68배 많았다. 동일 학년군 국어 교과서에 배치된 사회과 교육과정 내용 자료는 74%였다. 3~4학년군 국어 교과서에 수록된 자료 중에서는 50%가 사회과 교육과정의 5~6학년군 내용을 다루고 있었다. 결론 국어 교과서에 수록자료에는 사회과 교육과정 내용이 균형적으로 반영되지 못하였고, 학년군 위계에 적합하지 않은 경우도 다소 나타났다. 교과융합의 관점에서 향후 국어 교과서 개발 시, 사회과에서 배운 내용을 심화 확장하는 자료를 동일 학년군에서 균형적으로 배치하거나 사회과에서 학습하기 이전에 경험할수 있도록 배치하는 것이 바람직한 교과융합의 형태이다. 이는 학습자의 학습 부담은 줄이지만 학습에 대한 흥미는 고취할 수 있는 기회가 될 것으로 예상된다. 이에 사회과 교육과정의 영역별로 국어 교과서에서 다뤄져야 하는 내용 선정과 국어 교과서 제재 선정 기준의 정교화를 제안한다. Purpose: This study presents basic research to find a way to effectively form subject knowledge, skills, values, and attitudes by converging subject education so that education for the purpose of learner holistic growth can be realized. The purpose of this study was to analyze the implementation aspectsof the Social Studies Curriculum in Korean textbooks. Methods: After a Doctor of Education examined various materials presented in elementary Korean textbooks and reviewed documents classified according to the Social Studies Curriculum content system the distribution of social studies curriculum areas and core concepts, and the placement and contents of grade groups in Korean language textbooks were analyzed. Results: A total of fifty-nine pieces of material related to the Social Studies Curriculum included in Korean textbooks appeared in all areas, but only 47.7% of the core concepts were covered. In particular, the core concepts of a "sustainable world" and "sustainable environment" were most often addressed. However, only one 'economy' area was included. The data included in the 5th and 6th grades were 1.68 times more than the 3rd and 4th grades. The content data of the Social Studies Curriculum assigned to Korean textbooks in the same grade were 74%. Among the materials contained in the Korean textbooks in the 3rd and 4th grades, 50% dealt with the contents of the 5th and 6th grades of the Social Studies Curriculum. Conclusion: The contents of the Social Studies Curriculum were not reflected in the materials included in the Korean textbooks in a balanced manner, and in some cases were not suitable for the grade group hierarchy. In terms of subject convergence, it is a desirable form of subject convergence toplace materials that deeply expand what is learned in Social Studies in the same grade group or to experience it before learning about it in Social Studies. This is expected to not only be an opportunity to reduce the learning burden on learners, but to inspire interest in learning. Accordingly, it is proposed to elaborate the criteria for selecting the content to be dealt with in Korean language textbooks for each area of the Social Studies Curriculum and selecting specific target areas for Korean language textbooks.

한국 몽골학의 현재와 미래

이성규 한국몽골학회 2021 몽골학 Vol.- No.65

When an organization begins to form, the corresponding people and countries are created accordingly. Our ancestors, who are located in the east of Eurasia, have been protecting and cultivating their language, history, and culture with the national identity of the Korean people for long time. On the other hand, in the northwestern part of the Korean Peninsula and the central part of the Eurasian continent, the Mongols based on nomadic life have established their own culture and interacted with the surrounding people and countries. Geographically adjacent Koreans and Mongolians were inevitably in contact and had to know each other for mutual benefit. An area studies is the study to know the other person, and Mongolian studies fall into that category. As Korea has long been neighboring and interacting with Mongolia, it has a high understanding of Mongolia, and several uncomfortable relations have raised interest in Mongolia. Specifically, even after 100 years of Mongolian interference at the end of the Goryeo Dynasty, Joseon Dynasty still learned Mongolian in consideration of its relations with Mongolia, and this tradition continued until 1894 when the ministry of foreign was abolished. The tradition of Korean Mongolian studies, which was cut off for 100 years due to foreign power and ideology, was restored in 1990 when the Republic of Korea established diplomatic ties with Mongolia, and Korean Mongolian studies returned to previous direct research. Korean Mongolian studies, which have missed the time to lay the foundation for modern academic research, have filled the gap through explosive interest and research over the past 30 years, and at the center were the “Korean Association for Mongolian Studies” and a number of research institutes. Korean Mongolian studies have continued to make efforts to restore the tradition that has been cut off, and have achieved considerable results. However, Korean Mongolian studies are still lacking in many areas, especially in basic research. In order to expand the base of Mongolian studies in Korea, more Mongolian original text should be translated and high-level annotations should also be made. A long tradition of Korean Mongolian studies and frequent contact with Mongolia, there are Mongolian-related materials in Korea and have been treated as a central research material for Korean Mongolian studies. In recent years, through joint research with Mongolia, we have also been collecting data that we have investigated in Mongolia. However, we should consider the fact that we are not fully utilizing hard-earned data or materials we have. Mongolian studies are no exception at this time when convergence is a major academic trend. Only joint research in various fields is a shortcut to understanding Mongolia correctly. In addition, joint research with local institutions and scholars in Mongolia is essential, and exchanges and joint research with Mongolian scholars from various countries around the world will also serve as an opportunity to develop Korean Mongolian studies. 민족이나 국가란 조직이 형성되기 시작하면 그에 상응하여 민족과 국가도 만들어진다. 유라시아 대륙의 동쪽에 자리 잡은 우리 조상들은 꽤 오랜 시간 한민족이란 민족 정체성을 가지고 자신들의 언어와 역사, 문화를 지키고 가꾸어 왔다. 반면 한반도의 북서부와 유라시아 대륙의 중앙부에는 유목 생활을 기반으로 하는 몽골족이 독자적인 문화를 구축하고 주변의 민족이나 국가와 교류하여왔다. 지리적으로 인접한 한민족과 몽골족은 필연적으로 접촉할 수밖에 없었고 상호 간의 이익을 위하여 상대방을 알아야만 했다. 지역학은 상대방을 알기 위한 학문이고 몽골학도 그 범주에 속한다. 한국은 몽골과 오랫동안 이웃하면서 교류하여왔기 때문에 몽골에 대한 이해도가 높으며 몇 차례의 불편한 관계는 더욱 몽골에 대한 관심도를 높였다. 구체적으로 고려말 100년간의 몽골 간섭기 이후에도 조선에서는 몽골과의 관계를 고려하여 여전히 몽골어를 학습하였고 이 전통은 1894년 사역원이 폐지될 때까지 이어졌다. 외세와 이념으로 100년간 끊어진 한국 몽골학의 전통은 1990년 대한민국이 몽골과 수교함으로써 다시 복원되었고 한국의 몽골학은 이전의 직접적 연구로 돌아갔다. 근대적인 학문연구의 기초를 다지는 시기를 놓쳐버린 한국 몽골학은 지난 30년간 폭발적인 관심과 연구를 통하여 공백을 메꾸어왔으며 그 중심에는 <한국몽골학회>와 다수의 연구기관이 있었다. 한국 몽골학은 그동안 단절된 전통을 복원하기 위하여 끊임없는 노력을 해 왔으며 상당한 성과를 거두었다. 그러나 아직 한국 몽골학은 여러 분야에서 부족한 점이 많으며 특히 기초연구에서 미진한 점이 많다. 국내 몽골학의 저변을 확대하기 위해서는 더 많은 몽골 원전들이 번역되어야 하고 높은 수준의 주석서도 나와야 한다. 한국 몽골학의 오랜 전통과 몽골과의 빈번한 접촉으로 국내에는 몽골 관련 자료들이 있으며 한국 몽골학의 중심 연구 자료로 다루어져 왔다. 그리고 최근에는 몽골과의 공동연구를 통하여 몽골 현지에서 조사한 자료들도 확보해 나가고 있다. 그러나 어렵게 확보한 자료나 가지고 있는 자료들을 충분히 활용하지 못하고 있는 점은 고민해보아야 한다. 융복합이 학문의 대세인 지금 몽골학도 예외일 수는 없다. 다양한 분야의 공동연구만이 몽골을 올바르게 이해하는 지름길이다. 또 몽골 현지의 기관이나 학자들과의 공동연구는 필수적이며 세계 여러 나라의 몽골학자들과의 교류와 공동연구도 한국 몽골학을 발전시키는 계기가 될 것이다.

사회사/역사사회학적 기억 연구의 분과학문적 경계와 탈경계: <사회와 역사> 기억 연구의 동향과 내용(2004-21)

박천웅 한국사회사학회 2023 사회와 역사 Vol.- No.137

This article navigates what research topics and objects memory studies published in <Society and History> have addressed and where memory studies in the field of Korean social history/historical sociology are located within the cross-disciplinary landscape of the Korean memory studies. While memory study has a cross-disciplinary nature, it has also been conducted in quite distinct ways alongside disciplinary boundaries due to different epistemological assumptions and research methodologies. This study examines 45 memory studies published in <Social and History> between 2004-21 and captures the characteristics of social history/historical sociology memory studies by presenting the dimension of materialized memory vs. oral memory, as well as the dimension of content representation vs. form representation. I first analyzed the frequency of keywords, keyword-author network, citation patterns, and cited disciplines of memory studies, and then investigated specifically the contents of three papers that were the starting points for citations of memory studies published in <Society and History>. I found that most memory studies in <Society and History> addressed collective memories represented by war monuments and linked them to the politics of memory and identity discourse. In contrast, fewer memory studies handled the representations of individual or collective oral histories. 이 글은 <사회와 역사>에 발표된 기억 연구들이 어떤 주제와 대상으로 묶일 수 있는가 그리고 사회사/역사사회학 기억 연구는 한국 기억 연구 학술장 속 어디에 위치하는지를 탐색하려는 시도이다. 기억 연구는 한편으로는 학제적 성격을 가지고 있지만, 다양한 인식론적 전제와 연구방법론으로 말미암아 분과학문의 경계를 따라 꽤 다른 방식으로 수행되어 온 것도 사실이다. 2004-21년 사이 <사회와 역사>에 발표된 45편의 기억 연구를 대상으로 물질화 된 기억과 구술된 기억이라는 차원과 기억 재현 내용과 기억 재현 형식이라는 차원을 제시하고 이 구분을 통해 나타나는 쟁점들을 정리한 후 사회사/역사사회학 기억 연구의 특징을 포착하려 했다. 우선 <사회와 역사> 기억 연구의 주제어 빈도, 주제어-저자 연결망, 논문이 인용되는 양상과 인용한 학문 분야 등을 분석하고, 이후 이들 기억 연구의 인용 출발점이 되는 세 편의 논문의 내용을 구체적으로 살폈다. <사회와 역사> 기억 연구는 전쟁 기념물로 재현된 집단 기억을 기억의 정치와 정체성 담론으로 연결시킨 논문이 주류였던 반면, 개인이나 집단의 구술을 재현했던 기억 연구는 적었음을 읽을 수 있었다.