국어과 수업 분석의 방법 연구 - 학습자의 언어 활동을 중심으로

A Study on Ways of Analyzing Korean Language Instruction ―Focusing on Learner"s Language Activity―

&nbsp;&nbsp;The purpose of this study is to develop an instruction analysis device that reflects characteristics of Korean language studies, use it in actual Korean language instructions and find other applications of the device. For the purpose, this researcher reviewed existing methods of instruction analysis.<BR>&nbsp;&nbsp;Chapter Ⅱ clarified the meaning and objectives of instruction analysis and reviewed existing instruction research methods, or quantitative, qualitative and empirical approaches.<BR>&nbsp;&nbsp;In Chapter Ⅲ, the researcher made a direction of developing instruction analysis device and actually developed such device reflecting characteristics of Korean language studies. Then the researcher analyzed a few of actual Korean language instructions with the developed tool and suggested other applications of the device.<BR>&nbsp;&nbsp;In developing instruction analysis device, the study considered advantages and disadvantages of existing instruction analysis methods, characteristics of Korean language studies, special conditions of individual Korean language instruction and the utility of such device in actual Korean language education. The researcher also tried to develop the device to be generalized as a criteria for instruction efficiency and instruction design.<BR>&nbsp;&nbsp;In the study, language activities made during Korean language instruction were classified largely into content learning and instruction development activities. In the former activities, reading was categorized into (1) content check-up and (2) the criticism of content, speaking into (3) simple response and (2) content generation and organization, reading into (5) vocal reading, (6) content check-up and (7) the criticism of content and writing into (8) writing letters, (9) content check-up and (10) content generation and organization. While, the latter activities were categorized largely into (11) listening, (12) speaking, (13) reading and (14) writing.<BR>&nbsp;&nbsp;By using the developed device, avoiding such existing methods as time measurement and discourse analysis, the study classified all instruction activities into the above categories and thereon analyzed them in terms of the proportion of language activity, improvement in skills of thinking and relevance to learning purpose.<BR>&nbsp;&nbsp;The device was also used in analyzing instructional proposals, designing instruction and determining the efficiency of ICT materials.<BR>&nbsp;&nbsp;The instruction analysis device as developed here is significant in that it analyzes all instruction activities, reflects characteristics of Korean language instruction as a language activity, has a variety of applications and can be used for each individual instruction.