초록 close

1. 표현 매체 선정하기 -매체가 다르기 때문에 표현 방식이 달라지는 경우를 실제 텔레비전 모니터링이나 신문 분석을 통해 알아본다. 2. 비디오, 신문 매체 양식을 활용한 표현 양식의 다양성 깨닫기-시각적 매체를 이용한 보기(viewing)와 보여주기(presenting)를 통해 미디어 시대 표현의 의미를 알아본다.3. 어떤 관점에서 기술할 것인지 선택하기- 관점의 차이를 인식하게 한다. 실제 다양한 방송사의 뉴스 기사나 다양한 신문사의 기사 분석을 통해 관점의 차이를 알 수 있다.사이버 과제< ‘멀티미디어를 활용’하여 ‘나의 인생 기사’를 만들어 6월 18일 전주교대에 가지고 온다.>종이를 이용하여 신문 기사를 만들지, 비디오 촬영을 이용하여 방송 기사를 만들지, 녹음기를 이용하여 라디오 기사를 만들지 세 가지 사례 중 한 가지를 선택한다.주인공과 등장인물이 나오게 기사를 만들 것. -본인이 주인공이어도 좋고 주인공이 아니어도 좋다.(예를 들면, 위인전의 인물을 사용하여 인생 기사를 작성하여도 좋다. 지난달, 5월 국어 영재 수업 시간에 했던 내용의 일부를 활용하여 작성하여도 무방하다.) 신문 기사의 경우에는 사진이나 그림을 넣거나 비디오를 이용한 방송 기사의 경우나 녹음기를 이용한 라디오 방송 기사의 경우에는 인터뷰 내용을 넣을 수도 있다. 다양한 방법으로 기사를 작성한다.신문으로 만들 경우에는 A4용지에 기사를 작성할 것(매수는 제한 없음). 미래의 나의 인생 이야기를 만들어도 좋고, 과거나 현재의 인생 이야기를 만들어 기사로 구성하여도 좋다. 3.4. 출석 수업과 사이버 과제 제시 사례


Designing and Application of the Korean Talented Education Program Kwon, Soon-hee(Jeonju National University of Education) Scientific research and discussion about Korean talented education have been rare in spite of its practical requisite and demand. The development of program for Korean talented education started from elementary Korean education in several Universities of Education. Talented education should be discussed in the point of development of conditions for intellectual, social, and emotional self-perfection. Korean talented is defined as a person showing a gifted language ability. However further enlarged definition should be supplemented. Language ability should be considered as a conception containing cognitive language competence, functional language competence, affective language competence, and social language competence. This study introduces a program for Korean talented education currently performed in Jeonju National University of Education. Korean talented students are selected through a successive process of recommendation by teachers, various standard tests, and creative test. The program is composed of a major subject including language inquiry learning, literature inquiry learning, media and expression, a basic subject containing humanity education and reading education, and the other activities such as on-the-spot study, service activity and recreation. The basic flows for teaching method of Korean talented education are (1) understanding basic conception, knowledge, and principles (teaching, discussion and debating) (2) creative application and activity of expression and comprehension (discussion, debating, or inquiry learning) (3) creative expression activity (4) evaluation activity


Designing and Application of the Korean Talented Education Program Kwon, Soon-hee(Jeonju National University of Education) Scientific research and discussion about Korean talented education have been rare in spite of its practical requisite and demand. The development of program for Korean talented education started from elementary Korean education in several Universities of Education. Talented education should be discussed in the point of development of conditions for intellectual, social, and emotional self-perfection. Korean talented is defined as a person showing a gifted language ability. However further enlarged definition should be supplemented. Language ability should be considered as a conception containing cognitive language competence, functional language competence, affective language competence, and social language competence. This study introduces a program for Korean talented education currently performed in Jeonju National University of Education. Korean talented students are selected through a successive process of recommendation by teachers, various standard tests, and creative test. The program is composed of a major subject including language inquiry learning, literature inquiry learning, media and expression, a basic subject containing humanity education and reading education, and the other activities such as on-the-spot study, service activity and recreation. The basic flows for teaching method of Korean talented education are (1) understanding basic conception, knowledge, and principles (teaching, discussion and debating) (2) creative application and activity of expression and comprehension (discussion, debating, or inquiry learning) (3) creative expression activity (4) evaluation activity