학습자의 귀추적 추론 양상 분석을 통한 국어사 탐구 교육 연구 = A study on inquiry education of Korean language history through analysis of learner’s abductive inference
저자
발행기관
학술지명
권호사항
발행연도
2021
작성언어
-주제어
KDC
700
자료형태
학술저널
수록면
31-101(71쪽)
제공처
Instinctual explanations are required when the individual facts observed were surprising things that had been unexpected or unexplainable within their perception. The act of abduction occurs to explain the continuity of the observed surprise by making a connection with other evidence.
The existing Korean language history education had been structured in a way that lists the characteristics of the period, and such approaches which could not uncover the relevance do not comport with the cognitive structure of learners. Hence, it is problematic since it can inhibit the interest and necessity of learners as well as the understanding. In this regard, this paper is based on the fact that abduction, which is thought to be an instinctive on a daily basis, can operate as a logic to associate the modern Korean language and past Korean language which were considered as individual factors originally.
In chapter Ⅱ, the study examined the existing Korean language history education and reestablished the concept of Korean language history education. To identify what was required for Korean language history education, the curriculum was reviewed, and the cognitive survey on 32 teachers and 479 learners was conducted. After that, the goal of Korean language history education was reset. In addition, the definitions and types of abduction was reveiwed from Korean language historyinquiry educational perspective.
In chapter Ⅲ, this study examined the pattern of abductive inference in abductive inquiry learning of Korean language history education to draw implications which could be applied in abductive inquiry learning of Korean language history education. A structured inquiry task which was created to induce abductive inference was presented to 131 learners, and it was analyzed based on the type of abductive examined in chapter Ⅱ. As a result, four aspects -‘reasoning aspect (ga)’ which was referred as who could not conduct observationd, ‘reasoning aspect (na)’ which was referred as who can conduct only observation, ‘reasoning aspect (da)’which was referred as who could not conduct creative abduction, but connect observation to knowledge of grammar, and ‘reasoning aspect (ra)’which was reffered as who can conduct creative conduction - were derived. Since most of the learners to conduct type 3 1 of abduction well, ‘reasoning aspect (ga)’was uncommon. The number of‘reasoning aspect (da)’was small, because learners tend to conduct type 3 of abduction together when they solve the problem about type 2 of abduction. ‘reasoning aspect (da)’was rarely found from the questionnaire survey, so it was captured through a small group discussion. Thus, ‘reasong aspect (na)’ was the most dominant factor among four aspects. Therefore, most cases of difficulties in performing ‘abductive inquiry learning of Korean language history’ were mostly based on the occurrence of errors in type 2 of abudction, so it is necessary to establish educational scaffolding. Also, it was found out that the process of inquiry learning of Korean language history is required as a result of aspect analysis.
In chapter Ⅳ, the paper set a design principles of education, which were ‘principles of inquiry topic selection’, ‘principles of inquiry procedure structuring’, and appropriate inquiry topics were selected and inquiry procedures were structured. Also, this study prepared constructive frame which can include the dimensions of ‘method’ and ‘strategy’ in the contents of education, and showed the actual contents composition by inquiry topic.
This paper has an edcational significance in reviewing the limitations of existing inquiry educational perspective. Korean language history education which emphasized pedagogical justice and education contents. Also, it is meaningful since it suggests the direction of Korean language history education from a macro perspective and shows the possibility of Korean language history inquiry education by introducing ‘abduction’. In addition, this study has an pedagogical meaning because it observes the learners’ abductive thinking, and prepares the actual education contents composition.
분석정보
서지정보 내보내기(Export)
닫기소장기관 정보
닫기권호소장정보
닫기오류접수
닫기오류 접수 확인
닫기음성서비스 신청
닫기음성서비스 신청 확인
닫기이용약관
닫기학술연구정보서비스 이용약관 (2017년 1월 1일 ~ 현재 적용)
학술연구정보서비스(이하 RISS)는 정보주체의 자유와 권리 보호를 위해 「개인정보 보호법」 및 관계 법령이 정한 바를 준수하여, 적법하게 개인정보를 처리하고 안전하게 관리하고 있습니다. 이에 「개인정보 보호법」 제30조에 따라 정보주체에게 개인정보 처리에 관한 절차 및 기준을 안내하고, 이와 관련한 고충을 신속하고 원활하게 처리할 수 있도록 하기 위하여 다음과 같이 개인정보 처리방침을 수립·공개합니다.
주요 개인정보 처리 표시(라벨링)
목 차
3년
또는 회원탈퇴시까지5년
(「전자상거래 등에서의 소비자보호에 관한3년
(「전자상거래 등에서의 소비자보호에 관한2년
이상(개인정보보호위원회 : 개인정보의 안전성 확보조치 기준)개인정보파일의 명칭 | 운영근거 / 처리목적 | 개인정보파일에 기록되는 개인정보의 항목 | 보유기간 | |
---|---|---|---|---|
학술연구정보서비스 이용자 가입정보 파일 | 한국교육학술정보원법 | 필수 | ID, 비밀번호, 성명, 생년월일, 신분(직업구분), 이메일, 소속분야, 웹진메일 수신동의 여부 | 3년 또는 탈퇴시 |
선택 | 소속기관명, 소속도서관명, 학과/부서명, 학번/직원번호, 휴대전화, 주소 |
구분 | 담당자 | 연락처 |
---|---|---|
KERIS 개인정보 보호책임자 | 정보보호본부 김태우 | - 이메일 : lsy@keris.or.kr - 전화번호 : 053-714-0439 - 팩스번호 : 053-714-0195 |
KERIS 개인정보 보호담당자 | 개인정보보호부 이상엽 | |
RISS 개인정보 보호책임자 | 대학학술본부 장금연 | - 이메일 : giltizen@keris.or.kr - 전화번호 : 053-714-0149 - 팩스번호 : 053-714-0194 |
RISS 개인정보 보호담당자 | 학술진흥부 길원진 |
자동로그아웃 안내
닫기인증오류 안내
닫기귀하께서는 휴면계정 전환 후 1년동안 회원정보 수집 및 이용에 대한
재동의를 하지 않으신 관계로 개인정보가 삭제되었습니다.
(참조 : RISS 이용약관 및 개인정보처리방침)
신규회원으로 가입하여 이용 부탁 드리며, 추가 문의는 고객센터로 연락 바랍니다.
- 기존 아이디 재사용 불가
휴면계정 안내
RISS는 [표준개인정보 보호지침]에 따라 2년을 주기로 개인정보 수집·이용에 관하여 (재)동의를 받고 있으며, (재)동의를 하지 않을 경우, 휴면계정으로 전환됩니다.
(※ 휴면계정은 원문이용 및 복사/대출 서비스를 이용할 수 없습니다.)
휴면계정으로 전환된 후 1년간 회원정보 수집·이용에 대한 재동의를 하지 않을 경우, RISS에서 자동탈퇴 및 개인정보가 삭제처리 됩니다.
고객센터 1599-3122
ARS번호+1번(회원가입 및 정보수정)