국어과 교육내용으로서의 맥락의 교육적 실행연구-중등 읽기 영역에서의 교수법 및 교재 구성을 중심으로
A Study on the Pedagogical Practice of the Context as the Contents of Korean Language Education －In Teaching and Text in Reading Education at Middle School－
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Context is very important pedagogical thema of context-oriented curriculum in current education, which is able to do meaning-constructing. According to historical development of context in definition, its concepts are divided as several standards into some types of features of contexts. Based on Halliday and Hasan(1989), context is divided to four features；intratextual context, inter-textual context, context of situation, context of culture. Contexts in curriculum are mixed with concepts of ‘knowledge categories’, and are described as different terminologies and theoric backgrounds in each domains. and so aren‘t detailed in teaching-methods. So its concepts and methodological descriptions have to be coherent in pedagogical perspectives.
Abstract
Context is very important pedagogical thema of context-oriented curriculum in current education, which is able to do meaning-constructing. According to historical development of context in definition, its concepts are divided as several standards into some types of features of contexts. Based on Halliday and Hasan(1989), context is divided to four features；intratextual context, inter-textual context, context of situation, context of culture. Contexts in curriculum are mixed with concepts of ‘knowledge categories’, and are described as different terminologies and theoric backgrounds in each domains. and so aren‘t detailed in teaching-methods. So its concepts and methodological descriptions have to be coherent in pedagogical perspectives.
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