HOME / ¹®¼¸¶ÄÏ / ³í¹® / »çȸ°úÇкоß
±¹¾î±³À°°ú ¼ö¾÷´ëÈ ¿¬±¸³í¹®ÀÔ´Ï´Ù
Àüü 18 page Áß 1 page±îÁö ¹Ì¸®º¸±â°¡ °¡´ÉÇÕ´Ï´Ù.
¼Ò°³±Û
Á¦¸ñ : ±¹¾î±³À°°ú ¼ö¾÷´ëÈ ºÐ¼®
ÀúÀÚ : À̼öÁø
¹ßÇàÇÐȸ : ÇнÀÀÚÁ߽ɱ³°ú±³À°ÇÐȸ [Korean Association For Learner-Centered Curriculum And Instruction]
¹ßÇàÁ¤º¸ : ÇнÀÀÚÁ߽ɱ³°ú±³À°¿¬±¸ Á¦ ±Ç 5È£ pp.115-132(18 pages)
¹ßÇà³âµµ : 2003
ÀúÀ۽ñâ : 2003³â 1¿ù
¸ñÂ÷
¥°. ¼¾ð
¥±. ±¹¾î°ú ¼ö¾÷´ëÈÀÇ °³³ä
¥². ±¹¾î°ú ¼ö¾÷´ëÈ ºÐ¼®ÀÇ ÀǹÌ
¥³. °á¾ð
º»¹®³»¿ë
ÂüµÈ ±³À°Àº ±³»ç°¡ ÇнÀÀÚ¿¡°Ô Áö½ÄÀ» Àü´ÞÇÏ´Â ÀϹæÀû
°ÀÇ°¡ ¾Æ´Ï¶ó, ±³»ç¿Í ÇнÀÀÚ°¡ »óÈ£ÀÛ¿ëÇÏ´Â ´ëÈÀÌ´Ù. ¼ö¾÷ Àå¸é¿¡¼ ±³»ç¿Í ÇлýµéÀÇ ÀÇ»ç¼ÒÅë °úÁ¤Àº ¸Å¿ì ´Ù¾çÇÏ°í Áß¿äÇϸç, ±× ÀÇ»ç¼ÒÅëÀÇ ¾ç»óÀ» ÀÌÇØÇÏ´Â °Í ¶ÇÇÑ Áß¿äÇÏ´Ù. ÃÖ±Ù ±³À°Çп¡¼´Â ¼ö¾÷´ëÈ ¶Ç´Â ¼ö¾÷ ´ãÈ, Áï ±³»ç¿Í ÇлýÀÇ ¾ð¾îÀû »óÈ£ÀÛ¿ëÀÇ Á߿伺À» ÀνÄÇÏ°í ±×¿¡ ´ëÇÑ ¿¬±¸°¡ È°¹ßÈ÷ ÀÌ·ç¾îÁö°í ÀÖ´Ù. ¸¹Àº ¿¬±¸ÀÚ(°íâ±Ô; 1986, ½ÅÇý¼÷: 1987, ±è»óÈñ; 1995, ÃÖÁøÈñ; 1997)µéÀÌ ¼ö¾÷ ¾ð¾îÀÇ Æ¯¼º¿¡ ´ëÇÑ Å½»öÀº ¼ö¾÷ÀÇ º»ÁúÀ» ÀÌÇØÇϱâ À§ÇÑ ±âÃÊÀû ÀÛ¾÷ÀÌ µÇ¸ç, ¼ö¾÷ÀÇ º»Áú¿¡ ´ëÇÑ ÀÌÇظ¦ ¹ÙÅÁÀ¸·Î ±³¼ö-ÇнÀ È¿À²¼º¿¡ °üÇÑ ³íÀÇ°¡ °¡´ÉÇØÁø´Ù°í ÁÖÀåÇÑ´Ù.
This study\'s purpose is expl
oring what instructional conversation\'s analysis means in the Korean language education and suggesting the viewpoint of exploring. First, I reviewed the two-sides characteristics of instructional conversation and made a definition of it in the Korean language education according to its characteristics.
A instruction has the complic
ate and various components, so we have to find the scientific and systematic analysis methods to interpret it for the teachers. One of the most important components that can decide the quality of the instruction is the instructional conversation. We need to investigate it to discover and solve the instruction\'s problem. So I reviewed the sociolingustics, dialogue analysis theory, and teaching-learning theory that influence the instructional conversation\'s analysis and explored the possibility of assitance reciprocally. And I suggested that we have to use them inter-disciplinary according to the purpose of analysis in the Korean language education.
In other words, we need to us
e results of studies by sociolingustics, dialogue analysis theorists, and teaching-learning theorists for more elaborate analysis. But we have to consider viewpoint of language education in all process that collect, script, analyze, and interpret the data of instructional conversation. Then we will be able to get meaning results in the Korean language education (ÀÌÇÏ »ý·«)
Âü°í¹®Çå
¾øÀ½
¹ÞÀº º°Á¡
0/5
0°³ÀÇ º°Á¡
¹®¼°øÀ¯ ÀڷḦ µî·ÏÇØ ÁÖ¼¼¿ä.
¹®¼°øÀ¯ Æ÷ÀÎÆ®¿Í Çö±ÝÀ» µå¸³´Ï´Ù.
Æ÷ÀÎÆ® : ÀÚ·á 1°Ç´ç ÃÖ´ë 5,000P Áö±Þ
Çö±Ý : ÀÚ·á 1°Ç´ç ÃÖ´ë 2,000¿ø Áö±Þ
ÀúÀÛ±Ç Á¤º¸
À§ Á¤º¸ ¹× °Ô½Ã¹° ³»¿ëÀÇ Áø½Ç¼º¿¡ ´ëÇÏ¿© ¾ÅÅ©Á¸Àº º¸ÁõÇÏÁö ¾Æ´ÏÇϸç, ÇØ´ç Á¤º¸ ¹× °Ô½Ã¹° ÀúÀ۱ǰú ±âŸ ¹ýÀû Ã¥ÀÓÀº ÀÚ·á µî·ÏÀÚ¿¡°Ô ÀÖ½À´Ï´Ù.
À§ Á¤º¸ ¹× °Ô½Ã¹° ³»¿ëÀÇ ºÒ¹ýÀû ÀÌ¿ë, ¹«´Ü ÀüÀ硤¹èÆ÷´Â ±ÝÁöµÇ¾î ÀÖ½À´Ï´Ù.
ÀúÀÛ±ÇħÇØ, ¸í¿¹ÈÑ¼Õ µî ºÐÀï¿ä¼Ò ¹ß°ß½Ã °í°´¼¾ÅÍÀÇ ÀúÀÛ±Ç Ä§ÇØ½Å°í¸¦ ÀÌ¿ëÇØ Áֽñ⠹ٶø´Ï´Ù.
ºê·£µå Á¤º¸
°í±Þ ³í¹®À» Á¦°øÇÏ´Â ÇÐÁö»ç ´º³í¹®Àº Àü¹® Çо÷ ºÐ¾ß¿¡ ÃÖ°íÀÇ ÀڷḦ º¸ÀåÇϸç
°¢Á¾ ¿¬±¸ »ç·Ê¿Í ¹Ì·¡ ºÐ¼® µîÀÇ ÀڷḦ ÅëÇØ Àι®ÇÐ, »çȸ ÀÚ¿¬°úÇÐ ºÐ¾ßÀÇ ±íÀÌ Àִ Ž»öÀ» ÇÒ ¼ö ÀÖ°Ô µµ¿Íµå¸®°Ú½À´Ï´Ù.
ÆǸÅÀÚ·á ¼ö : 32,704°Ç