학생 언어문화 개선을 통한 인성교육 강화방안
연구책임자 : 박인기(경인교육대학교)
Ⅰ. 서 론 ···························································································· 1
1. 연구의 필요성 및 목적 ··········································································· 1
2. 연구 내용 ·································································································· 6
가. 청소년 언어문화의 개념 범주 탐구 및 실태 개관 ·········································· 6
나. 청소년 불량 언어문화의 원인 진단 ··································································· 7
다. 청소년 언어문화 관련 국민의 인식 조사 및 결과 분석 ································· 7
라. 언어문화 개선을 위한 핵심 과제 제시 ······························································ 7
마. 언어문화 개선을 위한 실천적 아이디어 제안 ·················································· 8
3. 연구 방법 및 절차 ·················································································· 9
가. 연구 방법 ··············································································································· 9
나. 연구 절차 ············································································································· 10
Ⅱ. 언어문화의 실태와 특성 ························································ 11
1. 언어문화 실태 조사 결과 ····································································· 11
가. 2010년 범정부 차원의 언어사용 실태 조사 ··················································· 11
나. 2011년 언어실태 및 언어의식 전국 조사 ······················································· 15
다. 2012년 대국민 언어문화 개선 인식 조사 ······················································· 18
2. 언어문화의 특성 진단 ·········································································· 27
가. 언어적 특성 ········································································································· 27
나. 소통적 특성 ········································································································· 30
다. 정서적 특성 ········································································································· 47
라. 자아개념적 특성 ·································································································· 52
Ⅲ. 불량 언어문화의 원인 ······························································ 67
1. 심리적 기제 층위의 원인 ····································································· 67
가. 분노의 감정 표현 ································································································ 67
나. 낮은 자존감 ········································································································· 70
다. 좌절의 상처와 불신 ···························································································· 73
라. 영웅심과 공격성 ·································································································· 79
2. 언어사용 환경상의 원인 ······································································· 82
가. 구어 중심의 언어 ································································································ 83
나. 시각 중심의 텍스트 ···························································································· 92
다. 어법 일탈의 언어생활 ························································································ 97
라. 소통 환경 변화와 감성지향의 텍스트 환경 ·················································· 107
마. 편견의 문화 ······································································································· 112
3. 사회문화적 층위의 원인 ·································································· 116
가. 대중 미디어의 영향 ·························································································· 117
나. 가정 해체와 소외 ······························································································ 121
다. 폭력 문화 ··········································································································· 124
라. 또래 집단의 영향 ······························································································ 130
Ⅳ. 언어문화 개선을 위한 핵심 정책 과제 ······························· 139
1. 제도 및 체제 개선 ·············································································· 139
가. 국가 차원의 법률 및 제도 기반 확충 ··························································· 139
나. 언어문화 관련 주요 지표 개발 ······································································· 141
다. 청소년 언어폭력 상담 시스템 구축 ······························································· 142
2. 가정‧사회‧학교의 연계 연대 정책 ···················································· 144
가. 불량 언어의 생성/습득/소통하는 미디어환경 개선 ····································· 144
나. 가정, 학교, 지역사회 간 연대 활동 강화 ····················································· 145
다. 올바른 언어사용을 위한 청소년 언어교육 및 의식개선 ····························· 146
3. 학교교육의 역량 강화 ······································································ 147
가. 학교 교육과정과 연계한 언어문화 교육 실시 ·············································· 147
나. 학교교육의 다원성과 역동성 강화 ······························································· 149
다. 교육적 파급력을 높이는 소프트웨어 개발 ···················································· 151
라. 언어문화 개선 우수 사례의 개발과 전파 ······················································ 152
Ⅴ. 언어문화 개선을 위한 실천적 아이디어 ····························· 155
1. 언어문화 인식 활동 ············································································ 155
가. 언어 순화 교육 주간 및 행사 운영 ······························································· 155
나. 다짐 및 선언 활동 ···························································································· 156
다. 홍보 및 일깨움 활동 ························································································ 157
라. 각종 대회 실시 및 수상 ·················································································· 158
마. 설문 및 진단 검사를 통한 상황 인식 ··························································· 160
2. 교육 연구 활동 ···················································································· 161
가. 교육과정과 융합된 교과교육 ··········································································· 161
나. 전문성 강화를 위한 교원 연수 ······································································· 163
3. 창의적 체험 활동 ················································································ 164
가. 단위 학급의 실천 활동 ···················································································· 164
나. 동아리 및 봉사활동 ·························································································· 166
다. 다양한 창의적 체험 활동 ················································································ 167
4. 예방 치유 활동 ···················································································· 169
가. 예방 활동 ··········································································································· 169
나. 자성적 치유 활동 ······························································································ 170
Ⅵ. 결론 ·························································································· 173
1. 요약 ······································································································· 173
2. 제언 ······································································································· 177
참고문헌 ························································································· 181
학생 언어문화 개선을 통한 인성교육 강화방안
연구책임자 : 박인기(경인교육대학교)
Ⅰ. 서 론 ···························································································· 1
1. 연구의 필요성 및 목적 ··········································································· 1
2. 연구 내용 ·································································································· 6
가. 청소년 언어문화의 개념 범주 탐구 및 실태 개관 ·········································· 6
나. 청소년 불량 언어문화의 원인 진단 ··································································· 7
다. 청소년 언어문화 관련 국민의 인식 조사 및 결과 분석 ································· 7
라. 언어문화 개선을 위한 핵심 과제 제시 ······························································ 7
마. 언어문화 개선을 위한 실천적 아이디어 제안 ·················································· 8
3. 연구 방법 및 절차 ·················································································· 9
가. 연구 방법 ··············································································································· 9
나. 연구 절차 ············································································································· 10
Ⅱ. 언어문화의 실태와 특성 ························································ 11
1. 언어문화 실태 조사 결과 ····································································· 11
가. 2010년 범정부 차원의 언어사용 실태 조사 ··················································· 11
나. 2011년 언어실태 및 언어의식 전국 조사 ······················································· 15
다. 2012년 대국민 언어문화 개선 인식 조사 ······················································· 18
2. 언어문화의 특성 진단 ·········································································· 27
가. 언어적 특성 ········································································································· 27
나. 소통적 특성 ········································································································· 30
다. 정서적 특성 ········································································································· 47
라. 자아개념적 특성 ·································································································· 52
Ⅲ. 불량 언어문화의 원인 ······························································ 67
1. 심리적 기제 층위의 원인 ····································································· 67
가. 분노의 감정 표현 ································································································ 67
나. 낮은 자존감 ········································································································· 70
다. 좌절의 상처와 불신 ···························································································· 73
라. 영웅심과 공격성 ·································································································· 79
2. 언어사용 환경상의 원인 ······································································· 82
가. 구어 중심의 언어 ································································································ 83
나. 시각 중심의 텍스트 ···························································································· 92
다. 어법 일탈의 언어생활 ························································································ 97
라. 소통 환경 변화와 감성지향의 텍스트 환경 ·················································· 107
마. 편견의 문화 ······································································································· 112
3. 사회문화적 층위의 원인 ·································································· 116
가. 대중 미디어의 영향 ·························································································· 117
나. 가정 해체와 소외 ······························································································ 121
다. 폭력 문화 ··········································································································· 124
라. 또래 집단의 영향 ······························································································ 130
Ⅳ. 언어문화 개선을 위한 핵심 정책 과제 ······························· 139
1. 제도 및 체제 개선 ·············································································· 139
가. 국가 차원의 법률 및 제도 기반 확충 ··························································· 139
나. 언어문화 관련 주요 지표 개발 ······································································· 141
다. 청소년 언어폭력 상담 시스템 구축 ······························································· 142
2. 가정‧사회‧학교의 연계 연대 정책 ···················································· 144
가. 불량 언어의 생성/습득/소통하는 미디어환경 개선 ····································· 144
나. 가정, 학교, 지역사회 간 연대 활동 강화 ····················································· 145
다. 올바른 언어사용을 위한 청소년 언어교육 및 의식개선 ····························· 146
3. 학교교육의 역량 강화 ······································································ 147
가. 학교 교육과정과 연계한 언어문화 교육 실시 ·············································· 147
나. 학교교육의 다원성과 역동성 강화 ······························································· 149
다. 교육적 파급력을 높이는 소프트웨어 개발 ···················································· 151
라. 언어문화 개선 우수 사례의 개발과 전파 ······················································ 152
Ⅴ. 언어문화 개선을 위한 실천적 아이디어 ····························· 155
1. 언어문화 인식 활동 ············································································ 155
가. 언어 순화 교육 주간 및 행사 운영 ······························································· 155
나. 다짐 및 선언 활동 ···························································································· 156
다. 홍보 및 일깨움 활동 ························································································ 157
라. 각종 대회 실시 및 수상 ·················································································· 158
마. 설문 및 진단 검사를 통한 상황 인식 ··························································· 160
2. 교육 연구 활동 ···················································································· 161
가. 교육과정과 융합된 교과교육 ··········································································· 161
나. 전문성 강화를 위한 교원 연수 ······································································· 163
3. 창의적 체험 활동 ················································································ 164
가. 단위 학급의 실천 활동 ···················································································· 164
나. 동아리 및 봉사활동 ·························································································· 166
다. 다양한 창의적 체험 활동 ················································································ 167
4. 예방 치유 활동 ···················································································· 169
가. 예방 활동 ··········································································································· 169
나. 자성적 치유 활동 ······························································································ 170
Ⅵ. 결론 ·························································································· 173
1. 요약 ······································································································· 173
2. 제언 ······································································································· 177
참고문헌 ························································································· 181