미디어텍스트와 국어과 교육의 상호성

서지정보

· 발행기관 : 경인교육대학교 교육연구원
· 수록지 정보 : 교육논총 / 17호
· 저자명 : 박인기

목차

Ⅰ. 미디어 경험과 국어교육현상
Ⅱ. 텔레비전 텍스트의 국어과 교재 작용
Ⅲ. 언어 작용태(作用態)로서의 텔레비전 텍스트
Ⅳ. 결론
참고문헌
Abstract

초록

오늘날 매체는 인간 생태의 일부가 되어 버렸다. 한 세대 전에 비해서 매체는 우리의일상으로 깊숙이 침투해 있다. 매체현상은 물과 공기처럼 우리의 환경이 되었다. 이제 매체는 단순한 수단이 아니라, 삶의 본질 차원에서 우리를 간섭한다. 매체를 배제하고서 아무런교육적 기획도 불가능하게 되었고, 아무런 문화적 소통도 불가능하게 되었다. 이러한 성향은 다매체(multi-media) 사회가 되면 더 확장될 것이다. 그 중에서도 텔레비전 매체는 온갖텍스트를 변용, 생산할 수 있는 힘을 가진다. 그리고 이를 널리 傳播하고, 그 수용 경험을대량 공유시킨다. 그런 면에서 텔레비전 매체는 가장 보편적인 교육 문화의 환경으로 자리 매김을 하고 있다.

영어초록

The purpose of this study is to explain the close mutuality of media experience and
Korean language education and to suggest a strategy of utilizing media text in Korean
language education. Specifically, it's intended to make clear that television text plays a
critical role in student's verbal experience and verbal practice, being expected to serve
as one of Korean language teaching aids.
Now media experience is being popularized, and language involved in media
functions as a sort of curriculum. In particular, television-media experience has been
emerging as one of important environment for human knowledge and culture. However,
there are both positive and negative aspects in media experience. Its negative effect is
to stir up consumption and desire.
The 7th Korean language curriculum puts stress on getting a critical understanding
of a variety of Korean language materials, and its summative objective is to make
inquiry into verbal phenomena with interest in Korean language world. Television text
is very useful, as teaching aids which agree to that objective. Moreover, that has
multifunctional effects. For instance, that can be utilized as not only a place of acquiring
verbal function but a place of critical experience. Its function can further increase as a
place of sociocultural practice and verbal education. And developing student's critical eye
for media phenomenon itself is also pursued by television text. Media text's utility as
one of Korean language teaching aids will get higher when the future-type Korean
language text integrates content, activity and evaluation.
Television text is strongly dominated by customary code, and acquiring this code
itself is learning and cultural process. In addition, television accepts various texts
organically or in a mixed way, reflecting social appearances. Television works
socioculturally in three dimensions. The primary one is to provide information, and the
secondary one is to function as a code of consumption, desire and enlightenment. The
third one is to expand popularization and culture.
Owing to those functions, television text plays a specific role in teaching aids area.
In other words, that enables one to learn language norm, experience verbal sign action
intensively, experience the substance of verbal society, and have a critical insight into
verbal phenomena.
Television text works as teaching aids for Korean language in two different ways:
passive and active. The former can be related to learn language skill and vitalize
language use activities, and the latter can be related to analyze and criticize language
phenomena and produce text.

참고자료

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