매체언어 교육의 내용과 방법 연구

Abstract

This study aims to examine adoption plans of media language education in Korean language textbook based on critical perspectives of how to deal with Korean language education in multi-cultural and multi-media society. Also, targeting on effective discussion of teaching and learning environment for using these plans practically at educational sites, the contents and methods of media language education in 'media' chapter of textbook for the first-year middle school students, what the curriculum revised in 2007 were applied to, were studied. As mass media have rapidly developed in the modern society, an unlimited amount of information and knowledge have been flown into and they've become symbols of fortune and power soon. For that reason, not only do people are asked to acquire them quickly, but also, the use and effect of a variety of media in daily communication, have rapidly increased. Considering the change in daily communication resulted from the changing media environment, Korean language education teaching communication skill is likely to be very important. At this point, improving understandings of students on the signification of various media, and cultivating their abilities to accept, analyze and distribute meanings of various media language are the most pressing tasks, realistically. As a matter of fact, many people have criticized that most of students lack in critical thinking, writing skill and ability to analyze and put information together, since we've conducted a particular job-oriented education and ignored the humanities, giving priority to practicality in educational sites. This means that Korean language education must balance among knowledge, ability and contextual learning needed for verbalizing(expressing) meanings of letters, extracting them from language and re-constituting(understanding) them, not simply requiring an ability for writing and reading letters. To develop Korean language skill of students to positively and actively deal with linguistic and social changes, Korean language textbook for the first-year middle school students changed into 23 authorized textbooks from 1 government designated textbook in March, 2010, according to the curriculum revised in 2007(the 7th curriculum). Of course, various media were used for teaching and learning methods in existing curriculum for practical use of language in information society. In other words, most of them were 'used' as supplementary means for understanding learning of literatures. However, since the textbook screening system to allow each publisher to publish various Korean language textbooks, was introduced, it enabled us to positively deal with multi-media and multi-cultural social changes, faithfully reflect social and individual needs to new textbooks related to media and systematically reflect academic community's research performances in Korean language education to them. Actually, studies on media language education are continuously being amended and supplemented currently and still, its scope, content and terms are under discussion. Accordingly, we have to understand the current position of media language education in Korean language education. In this respect, literatures relating to domestic and overseas media education were examined in this study. To put it concretely, it is to clarify the concepts of media and media language and to establish the scope, concept and purpose of media language education. Based on them, the contents of media language education of Korean language textbook in the 7th curriculum and the curriculum amended in 2007 were analyzed. This time, the curriculum in elementary, middle and high school was all surveyed, since the connectivity among them should be considered for achieving more systematical and concrete learning and purpose. Then, it was examined whether the contents of curriculum were properly applied to media education, focusing on 'media' chapter of textbook for the first-year middle school students and which effect and problem are there in order to reinterpret the contents of media language education from the integrative viewpoint. The modern society requires creative and practical talents meeting multi-media and multi-cultural society of the times. Thus, we need to develop thinking ability and communication skill as social members. This is also to improve Korean language skill of learners what is an ultimate purpose for Korean language education. Therefore, studies on educational contents are highly required to make students enjoy linguistic culture and lead Korean language life desirably based on critical understanding of various media languages. In conclusion, it is expected that this study will contribute to teaching and learning environment which practically accepts media language education. Furthermore, it will help to establish an academic identity so that media language education can harden its position in Korean language education and can be synthetically and continuously studied.