한문교과 인지영역 요소의 서술방법과 내용에 대한 고찰

• 영문명: Reconsider about Cognitive domain area s description in Sino-Korean Education, especially research chinese graphology area
• 발행기관: 동방한문학회
• 저자명: 許喆(Heo, Chul)
• 간행물 정보: 『동방한문학』제40호, 1~20쪽, 전체 20쪽
• 주제분류: 인문학 > 문학
• 파일형태: PDF
• 발행일자: 2009.09.30

영문 초록

Education learning in action can divide to Cognitive domain and psychomotor domain. This paper is based on this point, research how apply this two area and how describe in Sino-korean education in Korea. To find their problem and make a some suggestion for reduce problem to reach subject learning aim. Revised Curriculum system in 2007, is applied this two area, Cognitive domain and psychomotor domain, to Sino-korean education. But, through research we can find some problem. 1. some of part in Information system and structure, due to mixed two concept or ambiguous their own area. 2. misunderstanding information and describe about some knowledge item. 3. lack of essential element. Cause of this problem, we can find more problem about describe and information in the textbook. To resolve this problem suggest this four point. 1. add Sino-Korean subject s needs and objectives into Cognitive domain. 2. have to rebuild essential element and define their meaning what Researchers Joint research will be applied to education work. 3. have to change from topics collection and divide to knowledge collection system in the textbook s organization and structure. 4. reconsider Sino-Korean education s identity and expand a subject matter for successful education act. Exactly for develope and normalization Sino-Korean education in Korea, most of all we have to researchers shared their research and consensus what we teach and how can realize Sino-Korean subject s learning aim.

목차

1. 연구 배경

2. 내용, 내용 체계와 인지․정의적 영역

3. 내용체계와 내용 검토

4. 한자 영역의 검토

5. 문제점과 해결방안

참고문헌

키워드

Cognitive domain Revised Curriculum in 2007 Sino-Korean education chinese graphology education in Korea Sino-Korean textbook