This thesis aims to investigate the model of the developmental grammar unit based on the evaluation about the concrete results of grammar section and the effectiveness through the unit of ambiguity by conducting the comparative analysis of Korean language textbooks of the 8th grade at the current po...
This thesis aims to investigate the model of the developmental grammar unit based on the evaluation about the concrete results of grammar section and the effectiveness through the unit of ambiguity by conducting the comparative analysis of Korean language textbooks of the 8th grade at the current point of time with the publication of authorized textbooks in accordance with the 2007 revised curriculum as a momentum. In other words, it attempts to verify whether the purpose of 2007 revised curriculum is reflected in the grammar section of the textbooks, which increased with 15 sorts. A brief investigation of analysis results demonstrates that most textbooks present the examples of contents in curriculum compressively, and there were textbooks which do not compose the ambiguity unit with a sub-unit, or mention ambiguity in the contents of other sub-units partially. Therefore, there were many cases of not presenting information specifically or there were cases that information is lacking. Most textbooks did not present the study objectives concretely and clearly with the exemption of some textbooks, which present the behaviors of achieving concrete objectives in describing the study objectives. In addition, in the case of presenting the contents of sub-units, it was difficult to see that explanation-type textbooks and activity & exploration-type textbooks would present the characteristics of effective learning of grammar. The combination of understanding+application, which is the compromise type, can be said to have a positive character rather than existing lecture-led class, in a sense that learners solve their problems by themselves, but unfortunately, the question type of application was repeated as a form of confirming the existing knowledge without exhibiting the methodological characteristics. Meanwhile, the presentation level of unit contents in relation to ambiguity targets the same grammar factors, but differences in the selection of the contents were found. There were only a few textbooks which are appropriately composed of the contents and learning activities, and even, they show the lack of validity in unit composition. Therefore, improvement in contents is required. In the case of the language data type, which is used in the introduction part and learning activities, the efforts to compose questions based on real language life were seen, but language data tended to be inclined to only some data. Therefore, to discover more various language data related to the real life is needed. This thesis presents alternative models for the composition of a more developmental unit of ambiguity based on the analysis results. First of all, in terms of units, it is judged that to compose a large unit as three sub-units with ambiguity is the most rational and organic composition to contain the content factors of curriculum fully and reach the achievement level. In addition, learning objectives explain that first, 'the interpretation of discourse or the meaning of writing can change according to the situational context in our language in each sub-unit.' Second, 'the ambiguity can be eliminated and can be corrected as right and accurate sentences in view of situational context.' Third, 'ambiguous or vague expressions can be found in life and they are understood and evaluated accurately.' Therefore, the revised learning objectives are presented which are faithful to achievement level and concrete expressions. The levels in learning contents are suggested according to the contents about the ambiguous and vague concepts, the vocabulary ambiguity resulting in ambiguity, syntactic ambiguity, contents about situational ambiguity, contents about the method of eliminating ambiguous and vague sentences, the contents of correcting ambiguous and vague expressions with accurate sentences, and the re-composition of the contents of ambiguous and vague expression into the level of realizing the accurate communication in accordance with the real situation of language discourse by carrying the intentionally-used contents in search of using ambiguous and vague expressions in daily lives. In terms of learning activities, the composition according to the stages of learning activities by getting out of questions of confirming the existing contents of the text is suggested, and for the realization of these learning activities, it is emphasized that the utilization of language data related to the real life as well as discovering of the novel language data is needed. The selection of education contents for teachers became important with the transference from government-designated textbooks to authorized textbooks. Since the recognition that grammar section is fixed with the transference into the authorized textbooks became stronger, the confusion in the education field was more distinct than other areas of the Korean language. To solve the issue about 'what to teach or how to teach,' this thesis suggested the alternatives based on the problems, emerged in the comparative analysis of composition in the grammar unit of authorized textbooks but it is a limit that the concrete contents are confined. However, the issue about what to teach and how to teach in the education field is the present progressive form. It is undoubtful that these issues and studies will be a cornerstone of Korean language education, and in large part, the future direction of school education
This thesis aims to investigate the model of the developmental grammar unit based on the evaluation about the concrete results of grammar section and the effectiveness through the unit of ambiguity by conducting the comparative analysis of Korean language textbooks of the 8th grade at the current point of time with the publication of authorized textbooks in accordance with the 2007 revised curriculum as a momentum. In other words, it attempts to verify whether the purpose of 2007 revised curriculum is reflected in the grammar section of the textbooks, which increased with 15 sorts. A brief investigation of analysis results demonstrates that most textbooks present the examples of contents in curriculum compressively, and there were textbooks which do not compose the ambiguity unit with a sub-unit, or mention ambiguity in the contents of other sub-units partially. Therefore, there were many cases of not presenting information specifically or there were cases that information is lacking. Most textbooks did not present the study objectives concretely and clearly with the exemption of some textbooks, which present the behaviors of achieving concrete objectives in describing the study objectives. In addition, in the case of presenting the contents of sub-units, it was difficult to see that explanation-type textbooks and activity & exploration-type textbooks would present the characteristics of effective learning of grammar. The combination of understanding+application, which is the compromise type, can be said to have a positive character rather than existing lecture-led class, in a sense that learners solve their problems by themselves, but unfortunately, the question type of application was repeated as a form of confirming the existing knowledge without exhibiting the methodological characteristics. Meanwhile, the presentation level of unit contents in relation to ambiguity targets the same grammar factors, but differences in the selection of the contents were found. There were only a few textbooks which are appropriately composed of the contents and learning activities, and even, they show the lack of validity in unit composition. Therefore, improvement in contents is required. In the case of the language data type, which is used in the introduction part and learning activities, the efforts to compose questions based on real language life were seen, but language data tended to be inclined to only some data. Therefore, to discover more various language data related to the real life is needed. This thesis presents alternative models for the composition of a more developmental unit of ambiguity based on the analysis results. First of all, in terms of units, it is judged that to compose a large unit as three sub-units with ambiguity is the most rational and organic composition to contain the content factors of curriculum fully and reach the achievement level. In addition, learning objectives explain that first, 'the interpretation of discourse or the meaning of writing can change according to the situational context in our language in each sub-unit.' Second, 'the ambiguity can be eliminated and can be corrected as right and accurate sentences in view of situational context.' Third, 'ambiguous or vague expressions can be found in life and they are understood and evaluated accurately.' Therefore, the revised learning objectives are presented which are faithful to achievement level and concrete expressions. The levels in learning contents are suggested according to the contents about the ambiguous and vague concepts, the vocabulary ambiguity resulting in ambiguity, syntactic ambiguity, contents about situational ambiguity, contents about the method of eliminating ambiguous and vague sentences, the contents of correcting ambiguous and vague expressions with accurate sentences, and the re-composition of the contents of ambiguous and vague expression into the level of realizing the accurate communication in accordance with the real situation of language discourse by carrying the intentionally-used contents in search of using ambiguous and vague expressions in daily lives. In terms of learning activities, the composition according to the stages of learning activities by getting out of questions of confirming the existing contents of the text is suggested, and for the realization of these learning activities, it is emphasized that the utilization of language data related to the real life as well as discovering of the novel language data is needed. The selection of education contents for teachers became important with the transference from government-designated textbooks to authorized textbooks. Since the recognition that grammar section is fixed with the transference into the authorized textbooks became stronger, the confusion in the education field was more distinct than other areas of the Korean language. To solve the issue about 'what to teach or how to teach,' this thesis suggested the alternatives based on the problems, emerged in the comparative analysis of composition in the grammar unit of authorized textbooks but it is a limit that the concrete contents are confined. However, the issue about what to teach and how to teach in the education field is the present progressive form. It is undoubtful that these issues and studies will be a cornerstone of Korean language education, and in large part, the future direction of school education
Keyword
#문법 교육 교과서 단원 연구 중의적 표현
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