학술논문
문장부호에 대한 교육과정 지도상 문제점과 아동 사용 실태의 연구
이용수 188
- 영문명
- A Study on Problems with National curriculum about Punctuation Marks and Their Use
- 발행기관
- 한국어문교육학회
- 저자명
- 박여름(Park Yeo-reum)
- 간행물 정보
- 『어문학교육』어문학교육 제37집, 117~156쪽, 전체 40쪽
- 주제분류
- 어문학 > 한국어와문학
- 파일형태
- 발행일자
- 2008.11.30
7,600원
구매일시로부터 72시간 이내에 다운로드 가능합니다.
이 학술논문 정보는 (주)교보문고와 각 발행기관 사이에 저작물 이용 계약이 체결된 것으로, 교보문고를 통해 제공되고 있습니다.
국문 초록
영문 초록
There are two different typical ways to express oneself : speaking and writing. Speaking may be concurrent with appropriate gestures to ensure smooth communication, and a speaker can represent what"s on his or her mind in a different tone depending on the context or content. However in terms of writing, letters are the only vehicle to describe one"s own ideas or feelings. we can"t use appropriate gestures in writing. we need punctuation marks to get more information : speaker"s mind on the context, section of direct speech or indirect speech, emphasize, words, phrases, etc.. Punctuation marks is really important to understand the structure of sentences in grammatically and logically.
Despite the importance of punctuation marks, however, the elementary curriculum just dealt with a limited number of punctuation marks without considering the real lives of children. And elementary schoolers often use punctuation marks that don"t comply with the spelling system of Korean.
The purpose of this study was to examine problems with punctuation marks in the 7th national curriculum and the use of the marks by elementary schoolers in an attempt to redetermine the types of punctuation marks to be taught in elementary school and what to teach.
Chapter Ⅱ described the concept, necessity and system of punctuation marks. The 7th elementary Korean curriculum were compared with the revised curriculum in terms of punctuation marks, and the frequency of punctuation marks in the 7th korean textbooks was investigated to have a critical discussion about the 7th curriculum and textbooks.
First, punctuation marks refer to various signs by which speakers can make a clear description of what they want to say and by which readers can have the right understanding of writing.
Second, in the current punctuation mark regulations, 19 punctuation marks were largely categorized into seven, and their names and how to use the marks were specified.
Third, in the 7th curriculum, students learned about punctuation marks in the first and third grade only, and just six out of 19 punctuation marks were taught : period, question mark, exclamation mark, comma, double quotation marks and single quotation marks. Besides, just some typical functions of the marks were explained without handling all their functions. In the textbooks, a wider variety of punctuation marks were used in addition to the above-mentioned marks. The textbooks contained some quotation marks that weren"t included in the regulations, which was likely to throw children into confusion. And there wasn"t enough time to teach the location and shape of punctuation marks.
Chapter Ⅲ investigated the perception of elementary school teachers about the state of punctuation marks education and the use of the marks among second to sixth graders. Students" writing was analyzed to see whether punctuation marks that were and weren"t included in the 7th curricula were used by them. Besides, to what extent different graders used punctuation marks and what types of errors they made were investigated.
As a result, first, it"s found that most of the teachers investigated believed that students should learn about punctuation marks in different grades, and that there should be more education about the use and notation of the marks. Some argued that the 7th national curricula should deal with a larger number of punctuation marks than the types of the marks. Ellipsis was most widely pointed out as a punctuation mark that should be additionally taught, followed by colon and parenthesis.
Second, in the event of the lower graders, the most frequently used punctuation mark that was included in the 7th national curricula was period, followed by comma, exclamation mark, double quotation marks and single quotation marks. And the mos
Despite the importance of punctuation marks, however, the elementary curriculum just dealt with a limited number of punctuation marks without considering the real lives of children. And elementary schoolers often use punctuation marks that don"t comply with the spelling system of Korean.
The purpose of this study was to examine problems with punctuation marks in the 7th national curriculum and the use of the marks by elementary schoolers in an attempt to redetermine the types of punctuation marks to be taught in elementary school and what to teach.
Chapter Ⅱ described the concept, necessity and system of punctuation marks. The 7th elementary Korean curriculum were compared with the revised curriculum in terms of punctuation marks, and the frequency of punctuation marks in the 7th korean textbooks was investigated to have a critical discussion about the 7th curriculum and textbooks.
First, punctuation marks refer to various signs by which speakers can make a clear description of what they want to say and by which readers can have the right understanding of writing.
Second, in the current punctuation mark regulations, 19 punctuation marks were largely categorized into seven, and their names and how to use the marks were specified.
Third, in the 7th curriculum, students learned about punctuation marks in the first and third grade only, and just six out of 19 punctuation marks were taught : period, question mark, exclamation mark, comma, double quotation marks and single quotation marks. Besides, just some typical functions of the marks were explained without handling all their functions. In the textbooks, a wider variety of punctuation marks were used in addition to the above-mentioned marks. The textbooks contained some quotation marks that weren"t included in the regulations, which was likely to throw children into confusion. And there wasn"t enough time to teach the location and shape of punctuation marks.
Chapter Ⅲ investigated the perception of elementary school teachers about the state of punctuation marks education and the use of the marks among second to sixth graders. Students" writing was analyzed to see whether punctuation marks that were and weren"t included in the 7th curricula were used by them. Besides, to what extent different graders used punctuation marks and what types of errors they made were investigated.
As a result, first, it"s found that most of the teachers investigated believed that students should learn about punctuation marks in different grades, and that there should be more education about the use and notation of the marks. Some argued that the 7th national curricula should deal with a larger number of punctuation marks than the types of the marks. Ellipsis was most widely pointed out as a punctuation mark that should be additionally taught, followed by colon and parenthesis.
Second, in the event of the lower graders, the most frequently used punctuation mark that was included in the 7th national curricula was period, followed by comma, exclamation mark, double quotation marks and single quotation marks. And the mos
목차
Ⅰ. 제7차 교육과정의 문장부호 지도 내용 및 문장부호 사용 빈도
Ⅱ. 초등학생이 사용하는 문장부호 사용 빈도 및 오류 유형
Ⅲ. 결론
참고문헌
ABSTRACT
Ⅱ. 초등학생이 사용하는 문장부호 사용 빈도 및 오류 유형
Ⅲ. 결론
참고문헌
ABSTRACT
해당간행물 수록 논문
참고문헌
교보eBook 첫 방문을 환영 합니다!
신규가입 혜택 지급이 완료 되었습니다.
바로 사용 가능한 교보e캐시 1,000원 (유효기간 7일)
지금 바로 교보eBook의 다양한 콘텐츠를 이용해 보세요!