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RISS 인기검색어
- 검색키워드
- 저자 : 주세형(Joo Se-Hyung) (검색결과 34 건)
- 무료
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주세형 ( Se Hyung Joo ) 한국문법교육학회 2006 문법 교육 Vol.5 No.-
The purpose of this thesis is to establish the principle of grammar textbook in the stance of the syllabus designer. Meanwhile, there have not been the any research considering the syllabus designer. So I`ve discussed the contexts of the grammar textbook in chapter2 and I`ve taken embodiment the procedures and the principle in chapter3. Compared with other domain, grammar has had this kind of tendency the abrupt selection of the educational contents items, and the direct materialization. But most of all, the syllabus designer should be considerate of the complex contexts around the textbook development. If we are to overcome with the bias that the grammar curriculum is equivalent to textbook guideline, we could catch up with the changeable curriculums. And we could also unfold the various points and ideas on every stage of curriculum elaboration. After all, I`ve argued the theoretical viewpoints of the aim, contents, technique. In chapter3 I`ve represented the stage of syllabus design and the some principles. Textbooks should be developed through the process of aim-representative of curriculum. Especially, the task of grammar curriculum elaboration should be attentive to these the free elaboration of the curriculum, the diversification of unit construction and the multiplicitation of the activity.
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주세형 ( Se Hyung Joo ) 한국문법교육학회 2008 문법 교육 Vol.8 No.-
The grammar assessment in Korean Education have many problems. Particularly, no one has discussed systematically about the grammatical ability and assessment tools. In this situation, I argue that grammatical contents could cover `the achievement-assessment criteria`. So, I`ve analyzed the National Achievement Assessment which are carried out by KICE every year. The essence of assessment function could be recovered if the researchers made NAA enhance the appropriateness of tools. This kind of efforts could also make the school assessment ideal. In chapter2, I`ve outlined the research system of 2005~2007 NAA. In chapter3, I`ve analysed and compared the achievement-assessment criteria in Korean Education and Finally, I`ve selected the grammar items and discussed the contents appropriateness and the variety of item types.
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주세형 ( Se Hyung Joo ) 한국문법교육학회 2011 문법 교육 Vol.15 No.-
This thesis redefines ``assessment literacy`` so as to make it change the past perspective of professional development in teacher training. And then I`ve constructed the educational contents of grammar assessment literacy. While every teacher has a tendency to be interested in the classroom assessment, he or she does not focus on developing and criticizing the National Standardized Assessment. But National Assessment items are easy to directly read the deeper context. So, all the teachers should not deny the National Assessment and should develop the ability to translate the deficit into the better wash back effect. When it comes to teacher training program in assessment, the most important thing in developing is to provide the faithful steps to sound assessment even with very few items. One of the key tasks is to trace back to the planning for the test and criticize the content validity. At this time teachers should review the items in the view of assessment agents.
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국가 수준 학업 성취도 평가에서의 소위 텍스트 중심 원리에 대한 비판 -2005~2008년 문법 영역을 중심으로-
주세형 ( Se Hyung Joo ) 국어교육학회 2009 국어교육학연구 Vol.35 No.-
Grammar education is always concentrated on knowledges. From 1992, when heuristic method was firstly offered, Korean Educationalists now have had a different viewpoint of grammatical knowledge. This status has brought out the changes of grammar assessment tool. In this respect, I assumed that the each components of assessment tool is closely connected to the viewpoint of grammar knowledge. In this thesis, I`ve made up a assumption that `text-centered principle` is now considered as the alternative in grammar assessment. Then, I`ve analysed the status and role of the text in grammar assessment item of National Achievement Assessment(2005-2008). Finally, I`ve indicated that `text-centered principle` is actually vague and doesn`t have any meanings as a alternative assessment tool.
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주세형 ( Se Hyung Joo ) 국어교육학회 2010 국어교육학연구 Vol.37 No.-
`The Distinction between fact and statements` has been an achievement standard throughout the whole history of National Curriculum in Korean Education. But the in-depth discussion about the specific contents could not be found. In this respect, there are a lot of problem in Korean classroom. In this thesis, the aspects of learners` studying are researched. In doing so, what kind of contents element should be exploited for the redescribing the language-specific standard. First of all, the presupposition of this thesis is that Korean class should be grounded on the language and text. In chapter Ⅱ, the classes are planned for the distinguishing the fact and the statement. And in the next chapter, the aspects of learners` studying are investigated. In chapter IV, the designing of the language-professional class are described in three aspect.
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주세형 ( Se Hyung Joo ) 국어교육학회 2014 국어교육학연구 Vol.49 No.1
This thesis aims to derive the characteristics of Korean Education the-ory in Korean Education academic community by reviewing the previous papers. The value of this kind of work would be beneficial in stabilizing the theory system, and in renovating the whole system of Korean Educa-tion theory. By specializing in the area of Korean Textbooks, three research prob-lems are organized as follows. research problem 1. The perspective and methodology are construct-ed based on analyzing the essential features of theory. research problem 2. The theoretical characteristics of Korean Text-book researches are analyzed by means of methodology constructed. research problem 3. The desirable directions of Korean Textbook theory are suggested by reinterpreting conclusion of the re-search problem2.
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