국어 수업 설계의 원리와 방향

Abstract

This paper aims to research on the principles and directions of designing for effective Korean language classrooms in Korean elementary schools. Principal findings of this research are as follows; (1) Recently, there are several changing views concerning Korean language education：greater emphasis on writing and its relationship to reading; greater use of trade books combined with the use of Korean language textbooks in elementary schools; increased attention to the importance of student choice in the Korean language classrooms; increased attention the integration of the language arts with each other and across the curriculum; appearance of perspective on developmental assessment. (2) The tasks of Korean language learning in global, informational society have many changed comparing with 10 ~ 20 years ago：change of thinking about literacy in our society; expectation for performance of student and teacher have increased; responsibility about student performance in terms of comprehension and expression; change of students' population in the elementary schools; trouble for effective language arts curriculum. (3) Core values of Korean language classrooms are as follows：ultimate goal of Korean language education(efficient promotion of Korean language abilities); nature of experiences that Korean language classrooms will serve(experiences related with acception and production of multiple media−text materials); obligatory courses of Korean language classrooms(process of constructing meaning similar with authentic language use out of classrooms); especially emphasized responsibilities of Korean language classrooms different from other learning subjects(learners' own responsibilities concerned with all communications). (4) The processes of Korean language classrooms according to building approach of certain perspective expose very different appearances. Having social constructivist perspective, learning language arts is as follows：learning language arts can be explained an active, a positive process; a social, interactive process; a cognitive process; an affective process. (5) Basic principles of Korean language education are as follows：learner−centred; integration; individuality; authenticity; task−based; activity−directed; interactivity. (6) Basic directions of designing effective Korean language classrooms can be discussed as follows：perspective about characteristics of elementary Korean language education; perspective about basic tasks of Korean language learning in elementary schools; perspective about special emphasis about processes of Korean language classrooms in elementary schools.